A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies

Abstract

Represented by ChatGPT, Generative Artificial Intelligence (GAI) is revolutionizing the field of education. Despite a series of related studies and reviews around GAI, existing reviews predominantly focus on macro-level discussions covering overall development trends, core issues, opportunities and risks. There has been a lack of systematic reviews from a meso-level perspective examining the application of GAI in classroom teaching within higher education. This study employs a systematic literature review method, examining 139 articles from Web of Science, EBSCO, and Scopus databases. Findings include: (1)In terms of disciplines and types of GAI applications, engineering, health and medicine, and language are the most popular, while humanities, social sciences, basic sciences, mathematics, sports sciences, and interdisciplinary fields have fewer applications. Based on Strobel's classification of GAI(2024), it is found that Generators, Reimaginators, and Assistants are the most widely applied types of GAI. In contrast, Synthesizers and Enablers are less commonly utilized. Regarding the adoption trends across disciplines, engineering and language have a diverse range of GAI product types applied, whereas health and medicine has fewer types of GAI products in use. Due to smaller sample sizes, the analysis of GAI product types in the remaining six disciplines is also relatively limited. (2)In terms of the application of GAI across different disciplines, a small portion of GAI applications reflect distinctive disciplinary characteristics. Regarding the roles mapped out by the application of GAI, based on Xu and Ouyang's classification(2022), instructors or students predominantly perceive GAI as “New Subject” or “Direct Mediator", with less emphasis on the role of “Supplement Assistant”. Regarding the integration into the classroom, as assessed through the SAMR framework, most GAI applications are in the Augmentation level. There are also some in the Substitution and Modification levels, while applications in the Redefinition level are relatively rare. (3)In terms of the selection of instructional strategies under GAI applications, there are 18 types of strategies across four orientations, primarily emphasizing constructive and reflective orientations. Strategies focusing on didactic and authentic orientiations are less frequently utilized. Regarding the roles GAI plays as reflected in instructional strategies, it predominantly assumes roles as “New Subject” and “Direct Mediator", with the role of “Supplementary Assistant” yet to be explored. Finally, this study evaluated the instructional application research of GAI from three dimensions: GAI product type and applied discipline, discipline-specific application and integration level, instructional strategies and GAI role, and put forward relevant research suggestions.