Evaluating AI-Personalized Learning Interventions in Distance Education
Guardado en:
| Udgivet i: | International Review of Research in Open and Distributed Learning vol. 26, no. 1 (Mar 2025), p. 157 |
|---|---|
| Hovedforfatter: | |
| Andre forfattere: | |
| Udgivet: |
International Review of Research in Open and Distance Learning
|
| Fag: | |
| Online adgang: | Citation/Abstract Full Text Full Text - PDF Full text outside of ProQuest |
| Tags: |
Ingen Tags, Vær først til at tagge denne postø!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3177605501 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1492-3831 | ||
| 024 | 7 | |a 10.19173/irrodl.v26i1.7813 |2 doi | |
| 035 | |a 3177605501 | ||
| 045 | 2 | |b d20250301 |b d20250331 | |
| 084 | |a 68600 |2 nlm | ||
| 100 | 1 | |a Sajida Bhanu Panwale | |
| 245 | 1 | |a Evaluating AI-Personalized Learning Interventions in Distance Education | |
| 260 | |b International Review of Research in Open and Distance Learning |c Mar 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study aimed to evaluate the utility of artificial intelligence (AI) in improving the persuasive communication skills of online Master of Business Administration (MBA) students. In particular, this study investigated the influence of personalization through AI using the Google Gemini platform on conventional and online instructional approaches. This quasi-experimental study used a pretest and posttest design to compare two groups of MBA students pursuing persuasive online communication. The experimental group (n = 32) interacted with the AI-based personalized learning materials, whereas the control group (n = 32) used standard instructor-designed online modules. During the 12-week intervention period, the experimental group was provided with customized practice activities. Conversely, the control group was offered conventional online learning material. The effectiveness of both approaches was evaluated using pretests and posttests. The results of Tukey’s Honestly Significant Difference (HSD) test provided insight into the areas where AI-based personalized learning had a statistically significant impact. These results support the conclusions derived from an analysis of variance and further validate the study’s research hypotheses. This study demonstrates the advantages of incorporating AI into language development for remote learners and offers valuable insights for integrating AI-driven technologies into distance education. | |
| 653 | |a Language acquisition | ||
| 653 | |a Persuasion | ||
| 653 | |a Classroom communication | ||
| 653 | |a Educational activities | ||
| 653 | |a Teaching methods | ||
| 653 | |a Distance learning | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a MBA programs & graduates | ||
| 653 | |a Students | ||
| 653 | |a Interpersonal communication | ||
| 653 | |a Intervention | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Organizational effectiveness | ||
| 653 | |a Communication skills | ||
| 653 | |a Variance analysis | ||
| 653 | |a Customization | ||
| 653 | |a Computer mediated communication | ||
| 653 | |a Internet | ||
| 653 | |a Business students | ||
| 653 | |a Influence | ||
| 653 | |a Communication | ||
| 653 | |a Groups | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Language Skills | ||
| 653 | |a Educational Resources | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Distance Education | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Educational Technology | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Audiences | ||
| 653 | |a Career Development | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Knowledge Level | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Student Motivation | ||
| 653 | |a Data Analysis | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Language Processing | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Business Education | ||
| 700 | 1 | |a Selvaraj Vijayakumar | |
| 773 | 0 | |t International Review of Research in Open and Distributed Learning |g vol. 26, no. 1 (Mar 2025), p. 157 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3177605501/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3177605501/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3177605501/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1463476 |