The paper identifies logistical challenges

The gap

Evidence profile

Sourced from the limitations and recommendations and stated challenges of the source papers, classified as general, spanning 3 journals. Those papers have been cited 3 times in total.

Supporting evidence — 3 representative gaps

• Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Learning and Assessment (2026) · Advances in Mobile Learning Educational Research · doi

  The critical narrative synthesis approach, which is the foundation of this work, is especially well-suited for investigating intricate, quickly developing, and multidisciplinary subjects like artificial intelligence in education. Narrative synthesis, in contrast to strictly specified systematic review techniques, enables interpretive integration of a variety of empirical, conceptual, and policy-oriented literature, facilitating greater engagement with new concepts, conflicts, and theoretical advancements. Its ability to create meaning across diverse sources rather than limiting analysis to strictly specified inclusion criteria is what gives it its strength. More focused empirical investigations looking at how AI affects learning processes over time, particularly with regard to cognitive engagement, assessment validity, and learner agency, may build on this synthesis in future study. In particular, in mobile and digitally mediated situations, further research is required to examine how various pedagogical designs and institutional contexts influence the relationship between AI use and meaningful learning.

  generallimitationsevidence 5/5
  Keywords: synthesis narrative strictly specified empirical engagement learning critical approach foundation especially well suited investigating intricate
• Integrating Generative AI and Design Thinking in Aesthetic Education: A Narrative-Based Instructional Model in a Digital Culture Course (2026) · European Journal of Educational Research · cited 1× · doi

  agency over time. Based on the findings of this study, it is recommended that future research further explore how design thinking can be implemented across diverse aesthetic education contexts to cultivate students’ imagination, creative expression, and aesthetic judgment (T. Brown, 2009; Löwgren & Stolterman, 2004). AI-supported art and design learning should be more strategically integrated to stimulate higher levels of creative experimentation and reflective engagement with emerging technologies. Story-driven pedagogical approaches informed by narrative transportation theory (Gerrig, 1993; Green & Brock, 2000) are also encouraged to deepen students’ emotional involvement, aesthetic immersion, and multimodal storytelling experiences. Moreover, educators should emphasize a balanced integration of theoretical foundations—such as Dewey’s (1934) notion of meaningful aesthetic experience—and responsible AI usage, enabling students to connect technological innovation with humanistic design values.

  generalrecommendationsevidence 5/5
  Keywords: aesthetic design students education future creative higher agency time based recommended further explore thinking implemented
• Stories and systems: educational interactive storytelling to foster media literacy and systemic thinking (2026) · Pedagogy Culture and Society · cited 2× · doi

  The paper identifies logistical challenges in implementing IDNs in real classrooms, including rigid curricula and limited time for supplemental materials. The paper notes that IDN interventions must be adaptable and easy to integrate into existing educational frameworks. The paper identifies the challenge of preparing learners before the IDN intervention and supporting deeper processing of the narrative experience after playing.

  generalstated challengesevidence 5/5
  Keywords: paper identifies logistical challenges implementing idns real classrooms

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