International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 8 Issue 2, March-April 2024 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Understanding the Role of Artificial

Intelligence in Adaptive Learning Systems
Sudeshna Rana
SACT-I, Department of Education, Raja Narendra Lal Khan Women's College (Autonomous), West Bengal, India

ABSTRACT How to cite this paper: Sudeshna Rana

Artificial intelligence (AI)-powered adaptive learning systems (ALS) "Understanding the Role of Artificial
offer individualised learning experiences catered to the requirements Intelligence in Adaptive Learning
of each individual student, marking a revolutionary development in Systems" Published
the field of education. This study examines the mutually beneficial in International
Journal of Trend in
link between AI and adaptive learning, emphasising how both have Scientific Research
the power to completely transform conventional educational and Development
approaches. ALS addresses the different learning demands of (ijtsrd), ISSN: 2456-
students by dynamically modifying instructional material, tempo, and 6470, Volume-8 | IJTSRD64545
resources based on learner responses. This approach departs from the Issue-2, April 2024,
one-size-fits-all methodology of traditional education. Artificial pp.84-90, URL:
intelligence (AI)-powered computers improve ALS by analysing www.ijtsrd.com/papers/ijtsrd64545.pdf
massive volumes of data, allowing for real-time adjustments and
student-specific feedback. AI also makes scalability and accessibility Copyright © 2024 by author (s) and
possible, allowing cloud-based and online systems to reach a larger International Journal of Trend in
Scientific Research and Development
student population. To guarantee the moral and just use of AI-driven
Journal. This is an
ALS, issues including algorithmic bias, data protection, and the Open Access article
requirement for teacher professional development must be resolved. distributed under the
The study covers the theoretical underpinnings of AI and adaptive terms of the Creative Commons
learning, looks at their implementations, and talks about the Attribution License (CC BY 4.0)
advantages and difficulties of combining the two. Methodologically, (http://creativecommons.org/licenses/by/4.0)
secondary data from research papers, journals, and academic
publications were used in a documentary analytic technique. In the KEYWORDS: Adaptive Learning
future, developments in artificial intelligence (AI) and machine Systems, Artificial Intelligence,
learning will continue to influence educational methods, calling for Qualitative Approach
support for the dynamics between teachers and students as well as
ethical and legal frameworks. All things considered, the
incorporation of AI into adaptive learning systems has the potential
to produce more successful, welcoming, and student-focused learning
environments that cater to the individual requirements of every
learner.

1. INTRODUCTION
Adaptive learning systems (ALS) represent a
significant advancement in education, leveraging
technology to deliver personalized learning
experiences tailored to the individual needs,
preferences, and learning styles of students. By
dynamically adjusting instructional content, pace, and
resources based on learner responses and
performance, ALS has the potential to revolutionize
traditional education models. In recent years, artificial
intelligence (AI) has emerged as a key enabler of
ALS, driving advancements in adaptive algorithms
and personalized learning experiences (Chassignol &
et al., 2018). The fundamental idea of ALS is its
flexibility in meeting the individual learning needs of
every learner. A one-size-fits-all strategy is frequently
used in traditional education, where all pupils,
regardless of their particular peculiarities, get the
same curriculum and instructional techniques.
Nonetheless, this methodology neglects to consider
the heterogeneous learning requirements and
proficiencies of pupils, leading to disparate degrees of
involvement and accomplishment. ALS, on the other
hand, uses technology to create personalised learning
opportunities (Dong & et al., 2022). Personalised
learning paths may be created by ALS systems by the
collection and analysis of data on student interactions.
These systems can reveal trends, preferences, and
areas of strength and weakness. For instance, a kid

@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024 Page 84

 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
who performs really well in maths but finds it
difficult to comprehend what they are reading may
get focused interventions and extra help where they
most need it.
Artificial intelligence has been incorporated into
ALS, greatly expanding its potential. Algorithms
driven by AI are capable of processing vast amounts
of data and modifying educational materials and
distribution strategies in real time (Mohan, 2021).
These algorithms use methods like natural language
processing and machine learning to continually
improve and modify the learning process in response
to input and performance from students (Huang & et
al., 2021). The capacity of AI-driven ALS to offer
adaptive assessment and feedback systems is one of
its main benefits. In traditional evaluations, quizzes
and standardised examinations are frequently used to
gauge how well pupils retain material. AI-enabled
tests, on the other hand, are able to evaluate higher-
order cognitive abilities like creativity, problem-
solving, and critical thinking in addition to simple
recall. Additionally, students may receive rapid,
personalised feedback from AI algorithms, which
helps them recognise their areas of strength and
growth in real time.
Furthermore, ALS systems powered by AI provide
scalability and accessibility, expanding the
availability of personalised learning experiences.
Through the use of online platforms and cloud-based
technology, ALS is able to reach a larger student
body, including those who live in distant or
underprivileged locations. Furthermore, AI
algorithms are capable of adapting to various
language and cultural situations, thus instructional
content. AI-driven ALS holds great potential, but
there are issues and concerns that need to be taken
into account. These include worries about algorithmic
bias, data security and privacy, and the necessity of
continuing professional development and support for
teachers. Furthermore, much thought must be given to
ethical issues like responsibility, transparency, and
equality when it comes to using AI in education.
Artificial intelligence-driven adaptive learning
systems hold great promise for revolutionising the
field of education by offering customised and flexible
learning opportunities that cater to the unique
requirements of each learner. In a variety of
educational contexts, ALS can maximise learning
results, improve student engagement, and encourage
lifelong learning by utilising AI-driven algorithms.
To guarantee, however, that AI-driven ALS systems
respect ethical, privacy, and equality concerns.
@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024
2. Objectives
 To study the conceptual framework of Adaptive
Learning and Artificial Intelligence.
 To find out the role of artificial intelligence in
enhancing adaptive learning systems.
 To critically analyse the applications of Artificial
Intelligence (AI) in Adaptive Learning System
(ALS).
3. Methodology:
In the present study, the researcher has followed a
documentary analysis approach (Maity and Sikdar,
2023). Research has been based on the method of
document review in the direction of qualitative
approach (Creswell, 2019). This research is entirely
based on secondary data which includes research
article, journals, company websites, newspaper
articles and other academic publications (Mir, 2022).
4. Finding:
4.1. Adaptive Learning and Artificial
Intelligence: A Conceptual Framework:
Adaptive learning and artificial intelligence (AI)
intersect at the forefront of modern educational
technology, promising personalized, efficient, and
effective learning experiences. This conceptual
framework aims to elucidate the symbiotic
relationship between adaptive learning and AI,
highlighting their synergies and implications for
educational practice and research.
Adaptive Learning:
An educational strategy known as "adaptive learning"
makes use of technology to tailor the curriculum to
each student's specific requirements, skills, interests,
and learning preferences. Adaptive learning systems,
as opposed to conventional one-size-fits-all training,
dynamically modify the instructional material, tempo,
and resources to maximise learning results for every
student (Seo & et al., 2021). Adaptive learning refers
to educational technologies and methodologies that
dynamically adjust learning experiences based on
individual learner needs, preferences, and
performance (Yufei & et al., 2020). Adaptive learning
is the use of educational technology and approaches
to dynamically modify learning experiences
according to the requirements, preferences, and
performance of each individual learner.
Core Components:
Learner profiling is the process of gathering and
evaluating learner data to create customised profiles
that include learning preferences, past knowledge,
cognitive styles, and performance indicators.
Content adaptation is the process of modifying
educational resources, exercises, and schedules to
take into account the special needs and traits of each
student.
Page 85
 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
Real-time Feedback and Assessment: Assisting
students in self-evaluation, introspection, and on-
going development by giving them immediate and
helpful feedback.
Dynamic Learning Pathways: They provide a range
of learning objectives and trajectories by providing
adaptable and flexible paths via instructional
materials and activities.
Providing focused assistance, remediation, or
enrichment based on continuous evaluation and
analysis of learners' progress and difficulties is known
as adaptive intervention.
It is impossible to overestimate the significance of
personalised learning in the context of adaptive
learning as it takes into account each student's unique
requirements, preferences, and learning preferences,
leading to more successful and interesting educational
experiences. Personalised learning tries to maximise
students' potential by acknowledging that each
student has specific talents, limitations, interests, and
backgrounds. Personalised learning becomes practical
and scalable in vast and varied educational
environments by utilising adaptive learning
technology (Roll & Wylie, 2016). With
personalisation, students may interact with
information that is pertinent and meaningful to their
learning objectives, study at their own speed, and
receive tailored interventions and help when needed.
As students take charge of their education and get
closer to mastery, this method improves learning
outcomes, motivation, and self-efficacy. Additionally,
individualised learning helps students develop their
critical thinking and problem-solving abilities as well
as a deeper comprehension of subjects, setting them
up for success in a world that is becoming more
complicated and dynamic by the day. Ultimately, the
power of personalised learning within adaptive
learning rests in its capacity to build more effective,
inclusive, and student-centred learning environments
that meet the various requirements and goals of each
individual student.
Artificial Intelligence
Artificial intellect (AI) is defined as computer
systems and algorithms that can mimic human
intellect, learn from data, and make predictions or
judgements based on that data.
Key Capabilities:
Data Analysis and Machine Learning: Analysing
massive datasets to find trends, connections, and
insights pertinent to adaptive learning goals is known
as data analysis and machine learning.
Natural Language Processing (NLP): Enabling
learners and AI-driven educational agents or
@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024
interfaces to communicate and interact is known as
natural language processing, or NLP.
Cognitive Modelling and Personalization: Creating
models of learner cognition and behaviour to guide
adaptive learning algorithms and interventions is
known as cognitive modelling and personalisation.
Intelligent Tutoring Systems (ITS): Putting in place
AI-driven tutoring programmes that can provide
students individualised advice, assistance, and
feedback.
Predictive analytics: Making decisions and
developing adaptive learning techniques based on the
anticipation of learner requirements, performance
patterns, and possible obstacles.
Artificial intelligence (AI) applications in education
are diverse and transformative, revolutionizing
traditional teaching and learning paradigms. AI-
driven adaptive learning systems use machine
learning algorithms and data analytics to customise
learning, adjusting pace, material, and assistance to
meet the needs of each individual student (Ge & et
al., 2018). Intelligent tutoring systems mimic human
instructors by giving students of all topics and ability
levels individualised feedback, help, and direction.
Conversational interfaces are made possible by
natural language processing technologies, which
make online tutoring sessions and interactive learning
experiences possible. AI-driven assessment
technologies also provide quick feedback and insights
into student performance, streamlining the grading
process (Tapalova & Zhiyenbayeva, 2022). Artificial
intelligence (AI)-powered virtual reality and
augmented reality apps improve hands-on learning by
offering realistic simulations and dynamic learning
settings. All things considered, AI applications in
education empower teachers and students alike,
encouraging involvement, effectiveness, and
creativity in instructional strategies.
Synergies between Adaptive Learning and
Artificial Intelligence
Artificial intelligence (AI) and adaptive learning may
work together in a number of ways to improve
educational results and experiences:
Personalised Learning routes: To create customised
learning routes, AI systems may examine student data
such as performance, preferences, and learning styles.
Using this data, adaptive learning systems may then
modify the classes' content, tempo, and degree of
difficulty to best suit the needs of each individual
student and increase their comprehension and
engagement.
Real-time Feedback and Assessment: As students
advance through classes and activities, AI-powered
Page 86
 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
adaptive learning platforms may provide them
feedback right away. AI can determine pupils' areas
of strength and weakness by examining their replies.
Then, it may provide tailored treatments and extra
resources as needed.
Content Customisation: AI systems are able to
dynamically modify course contents to accommodate
different students' learning preferences, styles, and
skill levels. To maximise learning results for every
student, this customisation might involve changing
the material style (text, video, interactive
simulations), the speed of teaching, and the order of
subjects.
Predictive analytics: AI can find patterns in big
datasets and forecast future learning requirements and
results. Through the use of this predictive power,
adaptive learning systems are able to foresee potential
difficulties that students may encounter and take
proactive measures to close any gaps in knowledge or
misconceptions.
Natural Language Processing (NLP): Adaptive
learning systems may engage in conversational
learning interfaces with students by using AI-powered
NLP algorithms. With the help of chatbots or virtual
tutors, students may have more conversational and
intuitive learning experiences by asking questions,
getting explanations, and conversing with them.
Intelligent Tutoring Systems: By adjusting to
students' requirements, offering individualised
instruction, and structuring learning activities,
artificial intelligence (AI) may power intelligent
tutoring systems that mimic human tutors. These tools
can provide pointers, justifications, and detailed
instructions based on the learning style and
proficiency of each individual learner.
Data-Driven Insights for Teachers: By evaluating
student performance data and spotting trends,
learning patterns and areas for development, artificial
intelligence (AI) may provide teachers with useful
insights. These realisations enable educators to
differentiate instruction, make well-informed
judgements about teaching, and give pupils focused
assistance.
Through the integration of artificial intelligence (AI)
technology with learning systems, educators may
provide personalised, effective, and engaging learning
experiences that cater to the unique needs of each
student.
4.2. Role of Artificial Intelligence in Adaptive
Learning Systems:
Artificial intelligence (AI) plays a key role in
adaptive learning systems (ALS), propelling
@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024
improvements in efficacy, personalisation, and
flexibility in learning environments. With the use of
AI technologies, such as natural language processing,
machine learning algorithms, and predictive analytics,
ALS is able to dynamically customise the resources,
pacing, and instructional content to each individual
student's requirements, preferences, and learning
style. AI-powered adaptive engines create
personalised learning paths by continuously analysing
learner data and interactions (Saxena, 2022). They
then adaptively modify teaching in real-time to
maximise learning outcomes. AI also improves ALS's
feedback and assessment systems, allowing for
adaptive tests that determine student competency and
prompt, focused feedback to direct learning.
Additionally, AI-driven analytics dashboards provide
data-driven educational decision-making by providing
instructors with useful insights about the performance
and progress of their students (Zhang & Lu 2021). All
things considered, artificial intelligence (AI)
significantly contributes to the efficacy, scalability,
and flexibility of adaptive learning systems,
eventually transforming the educational landscape by
offering learners all over the world individualised,
data-driven, and captivating learning experiences.
Artificial intelligence (AI) is essential to adaptive
learning systems because it allows for dynamic,
personalised learning experiences that are catered to
the needs of specific students. In order to continually
adjust and optimise learning paths, material delivery,
and interventions, artificial intelligence (AI)
algorithms analyse massive volumes of data,
including learner behaviour, preferences, and
performance. AI-powered adaptive learning systems
are able to predict and anticipate the requirements of
learners, offer real-time feedback, and suggest
customised learning activities through the use of
machine learning algorithms (Popenici & Kerr, 2017).
AI also makes it possible to automate administrative
processes like assessment and grading, which frees up
teachers to concentrate on providing more
individualised education and assistance. In general,
artificial intelligence (AI) enables adaptive learning
systems to provide customised, captivating, and
successful learning experiences that optimise student
results and engagement.
4.3. Applications of AI in Adaptive Learning
Systems
Adaptive learning systems leverage AI to tailor
educational experiences to the individual needs of
learners. Here are some key applications of AI in
adaptive learning systems:
Personalized Content Delivery: To provide
recommendations and personalised learning
Page 87
 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
materials, AI systems examine student data, including
prior performance, learning preferences, and hobbies.
Content distribution adjusts to the speed, skill level,
and chosen learning style of the student, making the
content interesting and applicable to each unique
person.
Adaptive Assessment and Feedback: Based on the
performance and advancement of the learner, AI-
driven assessment systems dynamically modify the
level of difficulty and content of quizzes,
examinations, and assignments. Learners receive
immediate feedback that identifies their areas of
strength and weakness and provides tailored resources
or interventions to enhance their learning.
Predictive Analytics for Student Success: Artificial
Intelligence (AI) examines past learner data,
including grades, engagement levels, and
socioeconomic characteristics, to forecast future
results and pinpoint students who may struggle
academically or become dropouts. Based on these
forecasts, early intervention methods may be put into
place to give underprivileged students more resources
and assistance, hence raising the success rates of all
students.
Adaptive Gamification and Simulation: AI makes
learning more enjoyable by customising game
features, tasks, and prizes according to how well
Benefits of AI in Adaptive Learning Systems
Personalized Learning Experiences: AI enables
adaptive learning systems to tailor educational
content, pacing, and interventions to individual
learner needs, preferences, and abilities.
Enhanced Engagement and Motivation: AI-
powered adaptive learning systems can provide
interactive, immersive, and engaging learning
experiences that capture student interest and
motivation.
Real-time Feedback and Assessment: AI
algorithms offer instant, personalized feedback on
learner performance, enabling timely intervention
and support to address misconceptions or gaps in
understanding.
Scalability and Efficiency: AI automates
administrative tasks such as grading, assessment, and may require specialized training and support to
content delivery, allowing educators to focus on
more personalized instruction and support, and
enabling scalable deployment across diverse
educational settings.
Data-driven Decision Making: AI-driven analytics User Acceptance and Resistance: Students,
provide insights into learner progress, preferences,
and learning trajectories, enabling informed decision- scepticism towards AI-driven adaptive learning
making and continuous improvement of adaptive
learning interventions and strategies.
@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024
students are doing. To fit the learner's skill level and
learning objectives, simulation-based learning
environments use artificial intelligence (AI) to modify
scenarios, simulations, and feedback, creating
immersive and interesting learning experiences.
These applications demonstrate how AI enables
adaptive learning systems to tailor content delivery,
assessment, feedback, and learning experiences to the
unique needs and preferences of each learner,
ultimately enhancing engagement, motivation, and
learning outcomes.
5. Benefits and Challenges of AI in Adaptive
Learning Systems
The integration of artificial intelligence (AI) into
adaptive learning systems has the potential to
significantly transform educational processes. These
AI-powered technologies provide customised learning
experiences based on the requirements of each
individual learner. While AI has many advantages,
like scalable learning, improved engagement, and
personalised learning, it also has drawbacks, such as
issues with data protection, bias reduction, and the
requirement for sufficient infrastructure and training.
To fully use AI in adaptive learning systems while
addressing pedagogical, technological, and ethical
issues, it is imperative to comprehend both its
advantages and disadvantages.
Challenges of AI in Adaptive Learning Systems
Data Privacy and Security: AI relies on the
collection and analysis of large amounts of learner
data, raising concerns about privacy, security, and
ethical use of data.
Bias and Fairness: AI algorithms may inadvertently
perpetuate biases or inequalities in educational
opportunities, particularly if not properly designed,
monitored, and mitigated.
Technological Infrastructure: Implementing AI-
driven adaptive learning systems requires robust
technological infrastructure, including high-speed
internet, devices, and software, which may pose
challenges for resource-constrained educational
institutions.
Lack of Teacher Training and Support: Educators
effectively integrate and leverage AI-powered
adaptive learning systems in their teaching practice,
highlighting the need for professional development
initiatives.
educators, and stakeholders may exhibit resistance or
systems, necessitating transparent communication,
user engagement, and change management strategies.
Page 88
 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
This table highlights the dual nature of AI in adaptive learning systems, showcasing both its potential benefits in
enhancing personalized learning experiences and its associated challenges, including concerns related to privacy,
bias, infrastructure, teacher training, and user acceptance. Addressing these challenges requires a comprehensive
approach that prioritizes ethical considerations, technological infrastructure, professional development, and
stakeholder engagement.
6. Future Directions and Implications
Advancements in AI and Machine Learning: With
advancements in computer vision, natural language
processing, and deep learning, artificial intelligence
and machine learning are developing quickly. These
developments have the potential to completely
transform a number of sectors, including healthcare,
banking, entertainment, and transportation. Making
sure AI systems are reliable, open, and impartial
while also addressing worries about job displacement
are challenges.
Ethical and Regulatory Considerations: As AI
becomes more widely used, ethical issues including
data privacy, algorithmic bias, and responsibility are
receiving more and more attention. Governments and
organisations are creating policies and legislation to
control AI research and use in an effort to allay these
worries. The proper application of AI technology will
be shaped by striking a balance between innovation
and moral standards as well as social values.
Teacher-Student Dynamics in AI-driven
Education: AI has the ability to improve and
customise learning by giving students feedback and
knowledge that is specifically suited to them.
Instructors may become mentors or facilitators,
utilising AI technologies to enhance instruction and
boost student participation. But there are worries
about how AI will affect the job of teachers and how
uneven access to AI-driven services might exacerbate
educational disparities.
Lifelong Learning and Continuous Adaptation:
Lifelong learning and constant adaptation are
increasingly necessary for people to be competitive in
the workforce due to the rapid speed of technological
development. AI has the potential to be a key
component in providing customised, on-demand
learning experiences that address individual
preferences and skill gaps. In the era of automation
and artificial intelligence, efforts are required to
provide fair access to educational opportunities and to
assist people in navigating changing professional
paths.
7. Conclusion:
The integration of artificial intelligence (AI) with
adaptive learning systems represents a significant
advancement in educational technology, offering
personalized, efficient, and effective learning
experiences. Adaptive learning tailors curriculum to
individual student needs, while AI enhances this
process by dynamically modifying content delivery,
assessment, feedback, and learning experiences.
Personalized learning is paramount within adaptive
learning, acknowledging each student's unique
requirements and maximizing their potential through
tailored interventions. AI brings capabilities such as
data analysis, natural language processing, and
predictive analytics, revolutionizing traditional
teaching and learning paradigms. The synergies
between AI and adaptive learning enable personalized
learning paths, real-time feedback, content
customization, and predictive analytics for student
success. While AI offers numerous benefits, it also
presents challenges related to data privacy, bias,
infrastructure, teacher training, and user acceptance.
Moving forward, advancements in AI and machine
learning will continue to shape the educational
landscape, necessitating ethical considerations,
regulatory frameworks, and support for teacher-
student dynamics in AI-driven education. Lifelong
learning and continuous adaptation will be critical in
navigating evolving career paths, with AI playing a
key role in providing customized, on-demand
learning experiences to address individual needs and
skill gaps. Overall, the integration of AI into adaptive
learning systems holds promise for building more
effective, inclusive, and student-centred learning
environments that meet the diverse needs and goals of
each individual student.
References:
[1] Chassignol, M., Khoroshavin, A., Klimova, A.,
& Bilyatdinova, A. (2018). Artificial
Intelligence trends in education: A narrative
overview. Procedia Computer Science.
136(2018), 16-24
[2] Creswell, J. W. (2019), Educational Research
(4th Edition), Pearson India Education Service
Pvt. Ltd: 16-18
[3] Dong, J.; Mohd Rum, S.N.; Kasmiran, K.A.;
Mohd Aris, T.N.; Mohamed, R.(2022).
Artificial Intelligence in adaptive and
Intelligent Educational System: A Review.
Future Internet. 14 (9), 1-11.
https://doi.org/10.3390/fi14090245
[4] Ge, X. L., Yin, Y. W., & Feng, S. (2018).
Application Research of Computer Artificial
Intelligence in College Student Sports

@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024 Page 89

 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
Autonomous Learning. Educational Sciences: [11] Saxena, P. (2022). AI Impact on India: AI in
Theory & Practice, 18(5), 2143–2154. Education is Changing India’s Learning
Landscape. INDIAai. Jan 10, 2022. Retrieve
[5] Huang, J., Saleh, S., & Liu, Y. (2021). A
from: https://indiaai.gov.in/article/ai-impact-on-
Review on Artificial Intelligence in Education.
india-ai-in-education-is-changing-india-s-
Academic Journal of Interdisciplinary Studies,
learning-landscape
10(206). DOI: https://doi.org/10.3 6941/ajis-
2021-0077 [12] Seo, K.; Tang, J.; Roll, I.; Fels, S.; Yoon, D.
(2021) The impact of artificial intelligence on
[6] Maity V, Sikdar D.P (2023). Online platform
learner–instructor interaction in online learning.
and Covid-19 pandemic situation. International
Int. J. Educ. Technol. High. Educ. 18(54), 1-2.
Journal of Advanced Multidisciplinary
Research and Studies. 3(3):1010-1014. [13] Tapalova, O.; Zhiyenbayeva, N. (2022).
Artificial Intelligence in education: AIED for
[7] Mir, A. A. (2022). A Study of E-Learning
personalised learning pathways. Electron. J. E-
Initiatives and Indian Education Sector During
Learn. 20(8), 639–653.
The Pandemic: Issues and Challenges. Madhya
Bharati. 82(19): 153-158. [14] Yufei, L., Saleh, S., Jiahui, H., & Abdullah, S.
M. S. (2020). Review of the application of
[8] Mohan, P. (2021). Artificial Intelligence in
artificial intelligence in education. International
Education. The Times of India. Dec 10, 2021.
Journal of Innovation, Creativity and Change,
Retrieve from:
12(8), 548–562.
https://timesofindia.indiatimes.com/readersblog
/newtech/artificial-intelligence-in-education- [15] Zawacki-Richter, O., Marín, V. I., Bond, M., &
39512/ Gouverneur, F. (2019). Systematic review of
research on artifcial intelligence applications in
[9] Popenici, S. A., & Kerr, S. (2017). Exploring
higher education–where are the educators?
the impact of artifcial intelligence on teaching
International Journal of Educational
and learning in higher education. Research and
Technology in Higher Education, 16(1), 39-46.
Practice in Technology Enhanced Learning,
12(1), 22-29. [16] Zhang, G., & Lu, Y. (2021). Study on Artificial
Intelligence: The State of the Art and Future
[10] Roll, I., & Wylie, R. (2016). Evolution and
Prospects. Journal of Industrial Information
revolution in artifcial intelligence in education.
Integration, 23(2021), 1-9.
International Journal of Artifcial Intelligence in
https://doi.org/10.1016/j.jii.2021.100224.
Education, 26(2), 582–599.

@ IJTSRD | Unique Paper ID – IJTSRD64545 | Volume – 8 | Issue – 2 | Mar-Apr 2024 Page 90