LLAMA LIMA: A Living Meta-Analysis on the Effects of Generative AI on Learning Mathematics

The capabilities of generative AI in mathematics education are rapidly evolving, posing significant challenges for research to keep pace. Research syntheses remain scarce and risk being outdated by the time of publication. We present a Living Meta-Analysis (LIMA) on the effects of generative AI-based interventions for learning mathematics. We update the literature base every two months and apply a cumulative Bayesian multilevel meta-regression model. This paper reports results from the fifth version, including 34 studies, 7 of which were newly included since the fourth version. Results indicate an increasingly positive effect (g = 0.57, CrI [0.36, 0.79]) and no evidence in favor of a publication bias. Moderator analyses indicate that effects vary by integration mode and intervention duration: Larger effects were observed when generative AI supplemented teacher instruction and in longer interventions. Moderate evidence for stronger effects was observed in studies involving younger learners and more recent technology. For other moderators, evidence is still inconclusive.