The contingent impact of artificial intelligence on teaching effectiveness: a meta-analytic review of boundary conditions and moderating factors.

Cai J, Zhu J, Tang X, Li G

DOI: 10.3389/fpsyg.2026.1744690
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1744690,
  title = {The contingent impact of artificial intelligence on teaching effectiveness: a meta-analytic review of boundary conditions and moderating factors.},
  author = {Cai J and Zhu J and Tang X and Li G},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1744690},
  url = {https://doi.org/10.3389/fpsyg.2026.1744690}
}

RIS

TY  - JOUR
TI  - The contingent impact of artificial intelligence on teaching effectiveness: a meta-analytic review of boundary conditions and moderating factors.
AU  - Cai J
AU  - Zhu J
AU  - Tang X
AU  - Li G
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1744690
UR  - https://doi.org/10.3389/fpsyg.2026.1744690
ER  -

APA

J, C., J, Z., X, T., & G, L. (2026). The contingent impact of artificial intelligence on teaching effectiveness: a meta-analytic review of boundary conditions and moderating factors.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1744690

Source records

pubmed · retrieved 2026-09-25T13:41:29.593Z