Abstract: This research investigates the transformative impact of artificial intelligence (AI) on

education, with a particular focus on its role in enhancing personalized learning, student engagement, and
academic performance. Conducted among 124 students from Gwadar District, the study utilizes a
quantitative research approach, collecting data through a structured questionnaire and analyzing it using
the Partial Least Squares (PLS) technique via SmartPLS software. The results demonstrate that AI-driven
personalized learning significantly enhances the customization of educational content, improving its
alignment with diverse student needs and preferences. Furthermore, it highlights that AI contributes to
greater student engagement and academic success by enabling early intervention and identifying
individual strengths and weaknesses. However, the study also brings attention to the ethical challenges
and biases associated with AI integration, which may undermine equitable access and fairness in
educational systems. These findings underscore the need for educational institutions and policymakers to
carefully consider both the benefits and limitations of AI. By addressing these challenges, AI has the
potential to revolutionize educational practices, fostering more inclusive, adaptive, and efficient learning
environments.

Keywords: Artificial Intelligence in Education (AIEd), Personalized Learning, Student Engagement,

Academic Performance, Adaptive Learning Technologies

1)Introduction:
Today, artificial intelligence (AI), a term widely known and discussed, has become a key factor driving
progress in many industries. In education, AI is used to tackle challenges in teaching and learning by
providing new and innovative solutions (Pedro, Subosa, Rivas , & Valverde, 2019). Artificial intelligence
is reshaping all areas of socio-economic life and merging communication technology with virtual reality.
In education, AI has not only transformed the education system but also revolutionized how knowledge is
shared, how people learn, and how civilization advances in terms of cognition and development. (Kaur,
2021). The main challenge is that the education sector has been slow to recognize the value of technology
in learning, delaying the adoption of artificial intelligence in education for many years. However, fields
such as applied sciences, industry, finance, and medicine have already embraced digital advancements
(luckin & Cukurova, 2019) .
The availability of vast amounts of data and the growing influence of digital technologies have driven the
growth of computational science, spurred the expansion of various industries, and accelerated the shift to
e-science at a national level. In recent years, advancements in intelligent computing have made computer
literacy a crucial skill, fueling industrial innovation and serving as a key factor in driving economic
growth within organizations( Tedre, et al., 2021). The primary challenge is that education has been slow
to embrace the value of technology in learning, delaying the integration of artificial intelligence in the
field for many years. Meanwhile, sectors like applied sciences, industry, finance, and medicine have
successfully adopted digital advancements(luckin & Cukurova, 2019).

Artificial Intelligence (AI) has become a transformative force in the evolving world of education,
challenging traditional methods and introducing innovative learning environments. AI has made
remarkable progress across various fields, including healthcare and economics, and education is no
exception. The shortcomings of traditional, one-size-fits-all teaching methods have become more evident
as schools strive to meet the diverse needs and preferences of a global student population. AI helps
educators identify students' strengths and weaknesses, enabling early interventions to support struggling
learners. While the integration of AI in education has introduced numerous benefits, such as personalized
learning and data-driven decision-making, it has also brought its own set of challenges. (joseph, Katherine
, & Miduel Angel, 2021)
1.1) Problem Statement:

The integration of artificial intelligence (AI) in education presents significant opportunities to transform
traditional learning practices. However, challenges persist in terms of accessibility, ethical considerations,
and ensuring equitable benefits for diverse student populations. A critical issue is understanding how AI-
driven personalized learning impacts student engagement, learning outcomes, and overall educational
experience, particularly for struggling students who could benefit the most from tailored learning
approaches.

1.2) Research Objectives:

 To evaluate the role of AI-driven personalized learning in enhancing student engagement and
academic performance.
 To examine the impact of AI on tailoring educational content to meet diverse student needs and
abilities.
 To analyze the ethical implications and potential biases of AI in education systems.

1.3) Research Questions:

 How can AI-driven personalized learning systems address the specific challenges faced by
students in under-resourced educational settings?
 What role does AI play in improving decision-making processes for educators regarding early
intervention and support for struggling learners?
 How do students perceive the integration of AI tools in their educational journey, and how does it
impact their motivation and engagement?

2)Literature Review:
AI: AI relies on computer programming and computational methods, raising questions about how data is
analyzed, interpreted, shared, and processed (Wayne , Maya , & Charles , 2019) The term AI is often used
to describe computer programs and systems designed to handle tasks that are more complex than those
managed by standard software (McCarthy, 2007). Advancements in AI have transformed how we live,
work, and communicate with each other (Netexplo, 2019). AI capabilities are now extensively utilized
across a wide range of fields, including automation, information processing, national security, e-
commerce, healthcare, entertainment, and education. Its applications in these areas have revolutionized
processes, improved efficiency, and opened up new possibilities for innovation and growth.
In recent years, the rapid advancement of AI technology has made its use in education increasingly
evident. These innovative technologies have proven to be highly beneficial, significantly enhancing
teaching methods and learning experiences within the classroom(Hidayu , Faizah, & Izaham, 2019). For
more than three decades, academic research on AIEd has made significant progress toward adopting a
larger and more complex learning paradigm that enables successful teaching and learning (Rose, Wayne,
Mark , & Laurie , 2016).
The integration of AI in education offers tremendous potential to revolutionize traditional teaching
practices and create more personalized, adaptive, and efficient learning environments. By leveraging AI,
educators can provide tailored educational experiences that cater to individual student needs, improving
engagement and learning outcomes. However, alongside these benefits, it is essential to carefully examine
the ethical considerations, including data privacy and security, as well as the potential biases inherent in
AI systems. Furthermore, understanding the dynamics of human-technology interaction is critical to
ensuring that AI enhances, rather than replaces, the role of educators and supports an equitable and
inclusive learning experience for all students (Boulay, 2023). One of the key benefits of AI in education
(AIEd) is its ability to enhance personalized teaching and learning. AIEd encompasses various tools and
systems, including AI-driven, step-by-step personalized instructional platforms, interactive dialogue
systems, intelligent agents in game-based learning, AI-supported exploratory learning environments,
chatbots for student support, analysis tools for student writing, and AI-powered tutors. These technologies
work together to create tailored learning experiences that meet individual student needs and preferences
(Wayne , Maya , & Charles , 2019) where AI offers each student their own personalized learning
partners (Vinay K. , H. Chad , Dave, & Jeremy , 2013).

Personalized learning: Personalized Learning Paths leverage the power of AI to tailor educational
experiences to meet the unique needs of each learner. AI-driven systems adapt materials and activities
based on individual preferences, learning styles, and performance, thereby enhancing engagement and
improving comprehension. By providing content that aligns with a student’s specific needs and progress,
these systems create an optimal learning environment. This approach is supported by Vygotsky's (1978)
research, which highlights the benefits of personalized learning in fostering better outcomes. Personalized
learning aims to adjust the educational experience to match each student’s skills, talents, interests, and
goals, making the process more meaningful and effective for every learner (Atikah & Jonathan Michael,
A systematic literature review of personalized learning terms, 2020).
According to Dogan et al. (2023), the key research areas for utilizing artificial intelligence to improve
online and distance learning include educational information mining, learning analytics, personalized and
adaptive learning, algorithmic online educational environments, ethical considerations, and human
intervention. Additionally, AI is used to enhance online learning through advanced techniques such as
detection, identification, recognition, and prediction. One significant application of AI in education is
providing students with personalized career guidance tailored to their interests, skills, and aspirations.
This personalized approach can empower students to make more informed and effective career decisions,
ultimately shaping their future success (Aras & Ramesh Chander, 2023).
Personalized learning is recognized as an inclusive, student-centered approach designed to address the
diverse needs of all students, particularly those who face challenges in their learning journeys. This
approach seeks to combat the disengagement commonly seen among today’s students and proactively
close the widening achievement gaps that persist in many educational settings. By tailoring educational
experiences to individual needs, personalized learning aims to deeply engage students in their own
learning process. It builds upon their unique interests, aptitudes, and strengths, fostering intrinsic
motivation for achievement and long-term success.A key element of personalized learning is empowering
students by involving them in goal-setting and decision-making processes, allowing them to take greater
ownership of their educational pathways. This empowerment not only enhances their academic growth
but also nurtures essential skills for the future, such as social-emotional intelligence, leadership
capabilities, and a willingness to take initiative. As the demand for cognitive skills, creativity, and
advanced problem-solving abilities continues to rise, personalized learning emphasizes the importance of
equipping students with these competencies. By fostering these attributes, personalized learning prepares
students to adapt to evolving challenges, emphasizing the importance of becoming lifelong learners in an
ever-changing world ( Jacques , Susan , & Eric, 2018).
Hypotheses:

1. H1: AI-driven personalized learning systems significantly improve learning outcomes for
students in under-resourced educational environments.
2. H2: The use of AI technologies enhances educators’ ability to provide timely and
effective interventions for struggling students.

Conceptual framework:

Artificial intelligence Personalized learning

Methodology:
The data was gathered from the students of district Gwadar. All the measure of the study were obtained
from the already developed studies. The questionnaire was designed on Google form to be circulated
quickly among the respondents. The researcher distributed the Google form link among the students of
Gwadar District. It takes hardly 20 minutes to be filled. A total of 124 student data was collected. The
gathered data was analyzed with Partial least square technique by the SmartPLS software.

4)Results and Discussion:

Demographic Profile of the Respondents:
There are a total of 124 respondents, according to the demographic data provided. Of these, 49 are male,
representing 39.51% of the sample, and 75 are female, accounting for 60.49%, as shown in the gender-
based distribution. The age distribution reveals that 39 respondents (31.45%) are between 18 and 21
years, 80 respondents (64.51%) are between 22 and 25 years, and 5 respondents (4.03%) are between 26
and 29 years. The semester-wise distribution indicates that 26 respondents (20.96%) are in the 2nd
semester, 34 respondents (27.41%) are in the 4th semester, 26 respondents (20.96%) are in the 6th
semester, and 38 respondents (30.64%) are in the 8th semester. Lastly, the department-wise distribution
shows that 68 respondents (54.83%) are from Education, 24 (19.35%) from Management Science, 7
(5.64%) each from Commerce and Information Technology, 7 (5.64%) from English, 3 (2.41%) from
Chemistry, and 8 (6.45%) from Economics.
Table 1 of Respondent's Demography:

Gender Frequency Percentage

Male 49 39.51%
Female 75 60.49%
Total 124 100%
Age Frequency Percentage
 18-21 years 39 31.45%
22-25 years 80 64.51%
26-29 years 5 4.03%
Total 124 100%
Semester Frequency Percentage
2nd 26 20.96%
4th 34 27.41%
6th 26 20.96%
8th 38 30.64%
Total 124 100%
Department Frequency Percentage
Education 68 54.83%
Management Science 24 19.35%
Commerce 7 5.64%
Information technology 7 5.64%
English 7 5.64%
Chemistry 3 2.41%
Economics 8 6.45%
Total 124 100%

Reliability and Convergent Validity:

The reliability and convergent validity of these data that we have collected by using the questionnaire are
shown in Table 2 of the reliability and convergent validity. There are two types of reliability which are
construct reliability and item reliability. Outer loading values are used for item reliability, while
composite reliability is used for construct reliability. The threshold points for both measurements are 0.7
and above, but in many cases a value of 0.6 is also accepted in unusual circumstances. As seen in Table 2,
all items that make up each construct and the construct as a whole are above the threshold of 0.7,
indicating the reliability of all the data for further analysis. The Average variance extracted is the
measurement used for convergent validity. The AVE has a threshold value of 0.5 or above. All of the
setups in Table 2 have AVE values greater than 0.5, which shows that they are all convergently valid.

Construct items Loadings CA CR AVE

AI1 0.495
AI2 0.706
AI3 0.722
Artificial intelligence AI4 0.744 0.802 0.79 0.463
8
AI5 0.718
AI6 0.639
AI7 0.704
PL1 0.543
PL2 0.593
PL3 0.619
 PL4 0.606
PL5 0.725
PL6 0.680
Personalized learning PL7 0.650 0.867 0.87 0.385
0
PL8 0.584
PL9 0.571
PL10 0.612
PL11 0.704
PL12 0.571
PL13 0.580

Discriminant Validity:
Three significant measures are used in a structural equation model to assess the discriminant validity of a
construct. These are the cross-loading values, the HTMT values, and the Fornell Larcker criterion. Many
researchers recommend variance-based SEM with Fornell larcker as a more reliable metric

Table 3 of Fornell larcker:

Artificial intelligence Personolized learning
Artificial intelligence 0.680

Personolized learning 0.595 0.621

Hypothesis Testing and Regression Analysis:

As indicated in Table 4 of the regression, this study aims to investigate nine hypotheses. examination and
testing of hypotheses. The metrics used in the hypothesis testing are the p and t values. The t statistic's
cutoff is 1.96 or higher, while the p statistic's is 0.05 or below. The findings of this investigation. As
demonstrated in Table 4, where all of the t and p values are more significant, the results support each of
the hypotheses. more than the cutoff points. On the other hand, the strength of each relationship's beta
coefficient indicates specific partnership.

Table 4 of path Coefficient

T P Result
Beta statistics values
Not
Artificial Intelligence -> personalized learning 0.595 9.924 0 Supported

Structural framework:
R-square:
The coefficient of determination demonstrates the degree to which the independent variables explain the
variance in the dependent variable within the model. Table 5 presents the determination coefficient, as
indicated by the R-square values.

Table 5 of R-square

R-square R-square adjusted

Personalized learning 0.354 0.349

Conclusion:
The integration of artificial intelligence (AI) into educational systems marks a transformative shift in the
way teaching and learning are conducted, presenting an unparalleled opportunity to enhance educational
practices and outcomes. This study provides compelling evidence that AI-driven personalized learning
significantly improves student engagement and academic performance by tailoring educational content to
meet individual learning needs. By leveraging AI, educators are better equipped to identify and respond to
students’ strengths and weaknesses, offering targeted support and timely intervention. This capability not
only fosters greater academic success but also ensures that the learning process is inclusive and adaptive,
catering to the diverse needs of students from different backgrounds. Furthermore, AI’s ability to facilitate
personalized and adaptive learning pathways is pivotal in addressing the challenges of one-size-fits-all
educational approaches, enabling institutions to better meet the requirements of today’s learners.
However, alongside these numerous advantages, the study highlights critical challenges associated with
the integration of AI in education. Ethical considerations and biases embedded in AI systems remain
significant concerns that could undermine the fairness and inclusivity of AI-driven learning environments.
For instance, biases in AI algorithms may disproportionately disadvantage certain student groups, while
ethical issues surrounding data privacy and security could affect trust and widespread adoption of AI
technologies. Addressing these limitations is crucial to ensuring that the integration of AI into education is
not only effective but also equitable and fair for all students.
This research contributes to the growing body of literature on the application of AI in education, offering
valuable insights into its practical benefits and limitations. The findings affirm the transformative
potential of AI in enhancing personalized learning and student engagement, while also emphasizing the
importance of ethical oversight and the development of transparent, bias-free algorithms. Policymakers,
educators, and technology developers must collaborate to address these challenges, fostering the
responsible use of AI in education.

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