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Cited by 7Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningArtificial Intelligence in Healthcare and Education

Exploring Artificial Intelligence Integration and Student‐ AI Interaction in K‐12 Education: A Scoping Review

Seung, Yerin, Basham, James D., Kim, Taehyun, Lohoefener, Jennifer·2025·Journal of Computer Assisted Learning
DOI 10.1111/jcal.70144
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Abstract

Background: Artificial intelligence (AI) can support more personalised learning in K‐12 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students, including those with disabilities and academic challenges. Objectives: This scoping review investigated how AI has been integrated in K‐12 educational settings and what types of AI, devices and modalities are used to support student‐AI interaction of diverse learners. Methods: We identified 70 empirical studies that included student‐AI interaction in K‐12 education between 2014 and 2023. The review focused on the scope of literature, types of AI and devices used, and the modalities used for student‐AI interaction in K‐12 education. Results and Conclusions: The number of empirical studies on AI integration has surged worldwide in an interdisciplinary fashion across school levels and subjects. However, only a limited number of studies reported the diversity of students. Chatbots and tutoring systems were the most often used AI tools, computers and tablets being the most often used devices. Research across diverse academic backgrounds commonly adopted a single modality to interact with AI. At the same time, multimodalities were more prevalent for the AI's output, both of which were text‐dominated. We discussed the necessity for interdisciplinary collaboration and adopting multimodal AI to enhance accessibility for students with diverse backgrounds.

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Crossref · 10.1111/jcal.70144

Cites

93 of 93 references verified0 citation errors · 0 not checkable

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Cites

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Research works printed but not linked: 3

  1. CAST, 2018, Universal Design for Learning Guidelines Version 2.2
  2. 10.14689/ejer.2022.101.003 · DOI
  3. Hsu T.‐C., 2023, Effects of Incorporating an Expert Decision‐Making Mechanism Into Chatbots on Students' Achievement, Enjoyment, and Anxiety, Educational Technology and Society, 26, 218

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Authors
Seung, Y., Basham, J. D., Kim, T., & Lohoefener, J.
Affiliations
University of Kansas (US)
Corresponding author
Seung, Yerin
ORCID
Venue
Journal of Computer Assisted Learning
Publisher
Wiley
Published
2025-10-20
Volume
41
Issue
6
ISSN
  • 0266-4909 (ISSN-L)
  • 1365-2729
DOI
10.1111/jcal.70144
OpenAlex
W4415355793
Semantic Scholar
faee6974cfa9e3aafacb69e0f8e3a9be9daf9376
Cited by
7
References
93
Citations by year
2026: 7
FWCI
7.75
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Journal of Computer Assisted Learning (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
artificial intelligence in education, K-12 education, student-AI interaction, chatbots, tutoring systems, multimodal interaction, accessibility, students with disabilities, equitable learning, personalized learning, interdisciplinary collaboration

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