In recent years, emerging educational technologies have transformed the teaching and learning process. The present study was conducted with the aim of systematically examining the role of educational technologies, with particular emphasis on generative artificial intelligence, in enhancing learning and cognitive processes. In this study, following the PRISMA 2020 guideline, articles published between 2017 and 2026 were searched in national and international scientific databases, and after a multi-stage screening, 40 eligible quantitative studies were selected and analyzed. The findings showed that most technologies, including flipped classrooms, mobile learning, educational games, robotics, virtual reality, and especially generative artificial intelligence tools, had a positive effect on learning and cognitive components such as memory, attention, problem-solving, and self-regulation. However, the level of their effectiveness depended on the quality of instructional design, implementation method, learner interaction, and contextual conditions of education. The results indicated that generative AI operates distinctly compared to previous educational technologies. By reducing cognitive load and personalizing learning, this technology can facilitate information processing. Nevertheless, it must be used alongside appropriate instructional strategies and should not serve as a complete replacement for human instruction and interaction. These findings can assist curriculum developers and educators in the appropriate utilization of AI in learning.