Integrating Artificial Intelligence and Coding Education in Elementary Schools: A Systematic Literature Review of Pedagogical Strategies and Learning Outcomes
DOI:
https://doi.org/10.34125/jomre.v1i2.22Keywords:
Artificial Intelligence, Coding Education, Primary School, Pedagogical Strategies, Learning Outcomes, Systematic Literature Review.Abstract
This study aims to systematically examine pedagogical strategies and the impact of integrating artificial intelligence (AI) and coding education in primary schools. Inclusion criteria covered peer-reviewed articles focusing on primary education (ages 6–12), discussing the integration of AI and/or coding, and addressing pedagogical strategies and learning outcomes. From a total of 1,247 identified articles, 32 met the criteria and were analyzed using thematic and content analysis. The findings reveal that the most frequently applied pedagogical strategies include project-based learning, gamification, unplugged activities, and AI-assisted personalized learning. These strategies were found to positively influence students’ computational thinking, problem- solving skills, creativity, collaboration, and learning motivation. Significant differences were identified between developed and developing countries, particularly in terms of ICT infrastructure availability and the implementation of AI in primary education. The review also highlights research gaps, including the limited number of studies in Southeast Asia and the lack of discussion on AI ethics for children. This study offers valuable implications for teachers, policymakers, and curriculum developers in designing AI- and coding-based learning that is contextual, inclusive, and sustainable.
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