SYSTEMATIC REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1691414
This article is part of the Research TopicInnovative ICT Strategies for Inclusive Education: Enhancing Teacher Competencies and Student EngagementView all 10 articles
Unlocking the potential of Artificial Intelligence in improvingAI-enhanced blended learning on students' learning achievement in blended learning: A meta-analysis
Provisionally accepted
Jiajun Wu1*
Ahmed Tlili2*
Soheil Hussein Salha3
Daria Mizza4
Mohammed Saqr5
Sonsoles López-Pernas5
Ronghuai Huang2- 1City University of Macau, Macao, Macao, SAR China
- 2Beijing Normal University, Beijing, China
- 3An-Najah National University, Nablus, Palestine
- 4The American University in Cairo, New Cairo City, Egypt
- 5Ita-Suomen yliopisto, Joensuu, Finland
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While several studies investigated the effect of blended learning on students' learning achievement, scant information exists on whether using artificial intelligence (AI) in blended learning could further contribute to the obtained effect. To effectively address the challenges and opportunities presented by blended learning and AI, the present study conducts a meta-analysis to systematically examine the impact of AI-enhanced blended learning on students' learning achievement, considering the significant role of multiple variables in shaping this achievement, including the type of AI technology, instruction duration, research design, and sample size as well as across different educational levels and subject areas. Specifically, 21 studies (N = 2,873 participants) were meta-analyzed and the obtained results revealed that AI has a medium effect (g = 0.5) on students' learning achievement in blended learning. Particularly, personalized systems in blended learning had the highest effect (i.e., large) compared to chatbots and intelligent tutoring systems. Finally, it is seen that the educational context (grade level and educational subject), as well as the experiment type (research design, intervention duration, and sample size), moderate the effect of AI on students' learning achievement in blended learning. The findings of this study can help researchers and practitioners better understand the effects of AI in blended learning, thereby contributing to a better design of teaching and learning experiences accordingly.
Keywords: blended learning, Hybrid learning, artificial intelligence, Smart learning, Learning achievement, learning performance, Meta-analysis, quantitative evidence
Received: 23 Aug 2025; Accepted: 08 Oct 2025.
Copyright: © 2025 Wu, Tlili, Salha, Mizza, Saqr, López-Pernas and Huang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Jiajun Wu, m23092200017@cityu.edu.mo
Ahmed Tlili, ahmed.tlili23@yahoo.com
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.