Umělá inteligence jako podpora individualizace výuky v základním vzdělávání (ISCED 1–2): scoping review

Roč.31,č.1(2026)

Abstrakt

Cílem této scoping review je systematicky zmapovat, jak současné empirické studie popisují využití umělé inteligence (AI) k podpoře individualizace, personalizace a adaptivního učení na úrovni základního vzdělávání (ISCED 1–2) se zvláštním důrazem na generativní AI. Jedná se o scoping review zpracované v souladu s doporučeními PRISMA-ScR. Vyhledávání proběhlo v databázích Scopus, Web of Science, ERIC a IEEE Xplore, doplněných o Google Scholar a ruční dohledávání. Kritéria způsobilosti byla vymezena rámcem populace, konceptu a kontextu (PCC). Dva nezávislí hodnotitelé provedli screening 412 záznamů; do syntézy bylo zařazeno 11 studií. Napříč souborem studií se opakovaly tři mechanismy AI-podporované individualizace: průběžná diagnostika/monitorování, adaptivní úprava obsahu či postupu a přizpůsobená zpětná vazba (scaffolding). Studie vykazují převážně neutrální až pozitivní dopady na kognitivní výsledky a nezaznamenaly zhoršení výkonu vůči běžné výuce;  afektivní a behaviorální výstupy jsou smíšené a metodologicky různorodé. Přínos generativní AI je podmíněn didaktickým zarámováním, aktivním vedením a supervizí učitele. Mezi identifikovaná rizika patří podvádění a faktické nepřesnosti výstupů, přičemž zjištění zároveň zdůrazňují potřebu jasných pravidel používání. Dosavadní poznatky vyznívají slibně, jsou však zatím neúplné. Klíčovou podmínkou smysluplného učení zůstává aktivní role učitele.


Klíčová slova:
umělá inteligence; individualizace výuky; adaptivní učení; generativní umělá inteligence; základní vzdělávání
Reference

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