As the use of generative AI by college students rapidly increases, educators face the urgent task of implementing AI-incorporated instructional designs that promote the complementary use of AI (where AI amplifies human cognition and practice) rather than substitution (where AI replaces key human thinking or practice). The mathematics and computing cohort of the MAGIC STEM Project conducted a systematic review of generative AI interventions in undergraduate mathematics and computer science education to identify active learning strategies that enhance, not replace, human thinking and learning.

During the session, we will present our systematic review methodology, literature findings, and conclusions. The review aimed to answer the question: “What AI interventions are effective in enhancing mathematics and computing education?” Our goal is to discuss the active learning strategies that were identified, as well as the potential for future work.

Presenters

• Gayan Abeynanda gsabeynanda@southalabama.edu, University of South Alabama
• Hannah Kibby kibby@southalabama.edu, University of South Alabama
• Simone Mosley smosley@bishop.edu, Bishop State Community College
• Ruchira Perera ruchiraperera@southalabama.edu, University of South Alabama
• Shashika Petta Mestrige shashikamestrige@southalabama.edu, University of South Alabama
• Cecil Turk cturk@bishop.edu, Bishop State Community College