Generative AI in Collaborative Learning: A Systematic Review

• In Event: Human–AI Collaboration in Learning: Dialogue, Inquiry, and Facilitation Patterns

Abstract

This systematic review examines current practices, roles, and impacts of generative AI on individuals and groups in collaborative learning. Analyzing 26 studies published in 2024–2025, findings indicate widespread use of ChatGPT in higher education, often in synchronous and diverse collaborative learning formats. The most common role of generative AI was providing adaptive explanations for conceptual understanding, reflecting its predominant focus on cognitive support. Generative AI demonstrated positive impacts at both individual and group levels, though some studies reported inconsistent outcomes. This review provides a process-sensitive synthesis to inform future research and guide the design and orchestration of AI-supported collaborative learning environments. Future studies should examine long-term retention, meta-social support, and contextual factors influencing generative AI’s effectiveness in collaborative settings.

Authors

• Sunyoung Kim, Korea University

• Jiyoon Jung, Korea University

• Insook Han, Korea University