THE IMPACT OF APPLYING GEN-AI TO KNOWLEDGE RETENTION AMONG STUDENTS IN EDUCATIONAL INSTITUTES: A SCOPING REVIEW
DOI:
https://doi.org/10.35631/IJMOE.831024Keywords:
Academic Performance, Cognitive Load, Generative Artificial Intelligence, Higher Education, Knowledge Retention, Learner Autonomy, Student EngagementAbstract
This scoping review explores the use of generative artificial intelligence (GenAI) in higher education and its impact on student learning outcomes. This review, drawing on the six steps of Arthur Arksey and O'Malley, pooled the findings of 10 empirical studies across the selected time span of 2024-2026 to map the current use, implications for cognition development and variations in academic performance related to GenAI tools. The journals assessed were mainly from different geographic regions such as South Korea, Japan, Vietnam, Kuwait, Saudi Arabia, the UK, Morocco, Pakistan, Ireland, and the USA and were retrieved from Web of Science and Scopus. It is concluded from combined results that teaching and learning in the school environment is significantly influenced by pedagogical design, scaffolding of instruction, and human supervision. Within a structured framework for validation, in adaptive tutoring systems, or in immersive virtual reality settings, GenAI tools serve as collaborative partners that support the retention of factual knowledge, boost student engagement, and promote autonomy of the learner. However, in settings where workloads are overwhelming and time is of the essence, undirected use of GenAI can inadvertently lead to procrastination, memory loss, and a direct negative effect on actual student performance. This scoping review highlights the key gaps in longitudinal assessments and framework of structural evaluations. It also provides evidence-based suggestions for curriculum designers and education policy makers looking to balance technological innovation and the maintenance of critical thinking and academic integrity.
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