Problem-based and project-based learning as promising frameworks for generative AI-supported education: Emerging evidence from a systematic review and three-level meta-analysis
- DOI
- 10.1016/j.actpsy.2026.107734
- Published
- 2026-10
- Container
- Acta Psychologica
- Publisher
- Elsevier BV
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1016/j.actpsy.2026.107734,
title = {Problem-based and project-based learning as promising frameworks for generative AI-supported education: Emerging evidence from a systematic review and three-level meta-analysis},
author = {Zhaorui Chen and Zhongran Yan and Zhenyu Fu and Haoyan Huang},
year = {2026},
journal = {Acta Psychologica},
doi = {10.1016/j.actpsy.2026.107734},
url = {https://doi.org/10.1016/j.actpsy.2026.107734}
}RIS
TY - JOUR TI - Problem-based and project-based learning as promising frameworks for generative AI-supported education: Emerging evidence from a systematic review and three-level meta-analysis AU - Zhaorui Chen AU - Zhongran Yan AU - Zhenyu Fu AU - Haoyan Huang PY - 2026 JO - Acta Psychologica DO - 10.1016/j.actpsy.2026.107734 UR - https://doi.org/10.1016/j.actpsy.2026.107734 ER -
APA
Chen, Z., Yan, Z., Fu, Z., & Huang, H. (2026). Problem-based and project-based learning as promising frameworks for generative AI-supported education: Emerging evidence from a systematic review and three-level meta-analysis. Acta Psychologica. https://doi.org/10.1016/j.actpsy.2026.107734
Source records
- crossref · retrieved 2026-09-25T13:03:14.205Z