The Impact of AI-Driven Application Programming Interfaces (APIs) on Educational Information Management
Guardado en:
| Udgivet i: | Information vol. 16, no. 7 (2025), p. 540-571 |
|---|---|
| Hovedforfatter: | |
| Andre forfattere: | , , , |
| Udgivet: |
MDPI AG
|
| Fag: | |
| Online adgang: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Tags: |
Ingen Tags, Vær først til at tagge denne postø!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3233224036 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2078-2489 | ||
| 024 | 7 | |a 10.3390/info16070540 |2 doi | |
| 035 | |a 3233224036 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231474 |2 nlm | ||
| 100 | 1 | |a Pérez-Jorge, David |u Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain; dpjorge@ull.edu.es (D.P.-J.); mcglez@ull.edu.es (M.C.G.-A.); asantosa@ull.edu.es (A.G.S.-Á.) | |
| 245 | 1 | |a The Impact of AI-Driven Application Programming Interfaces (APIs) on Educational Information Management | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a In today’s digitalized educational landscape, the intelligent use of information is essential for personalizing learning, improving assessment accuracy, and supporting data-driven pedagogical decisions. This systematic review examines the integration of Application Programming Interfaces (APIs) powered by Artificial Intelligence (AI) to enhance educational information management and learning processes. A total of 27 peer-reviewed studies published between 2013 and 2025 were analyzed. First, a general description of the selected works was provided, followed by a breakdown by dimensions in order to identify recurring patterns, stated interests and gaps in the current scientific literature on the use of AI-driven APIs in Education. The findings highlight five main benefits: data interoperability, personalized learning, automated feedback, real-time student monitoring, and predictive performance analytics. All studies addressed personalization, 74.1% focused on platform integration, and 37% examined automated feedback. Reported outcomes include improvements in engagement (63%), comprehension (55.6%), and academic achievement (48.1%). However, the review also identifies concerns about privacy, algorithmic bias, and limited methodological rigor in existing research. The study concludes with a conceptual model that synthesizes these findings from pedagogical, technological, and ethical perspectives, providing guidance for more adaptive, inclusive, and responsible uses of AI in education. | |
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Interoperability | ||
| 653 | |a Collaboration | ||
| 653 | |a Feedback | ||
| 653 | |a Adaptation | ||
| 653 | |a Application programming interface | ||
| 653 | |a Educational technology | ||
| 653 | |a Learning management systems | ||
| 653 | |a Automation | ||
| 653 | |a Ethics | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Chatbots | ||
| 653 | |a Machine learning | ||
| 653 | |a Tutoring | ||
| 653 | |a Learning | ||
| 653 | |a Academic achievement | ||
| 653 | |a Education | ||
| 653 | |a Personalized learning | ||
| 653 | |a Neural networks | ||
| 653 | |a Algorithms | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Customization | ||
| 653 | |a Real time | ||
| 653 | |a Information management | ||
| 653 | |a Systematic review | ||
| 700 | 1 | |a González-Afonso, Miriam Catalina |u Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain; dpjorge@ull.edu.es (D.P.-J.); mcglez@ull.edu.es (M.C.G.-A.); asantosa@ull.edu.es (A.G.S.-Á.) | |
| 700 | 1 | |a Santos-Álvarez, Anthea Gara |u Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain; dpjorge@ull.edu.es (D.P.-J.); mcglez@ull.edu.es (M.C.G.-A.); asantosa@ull.edu.es (A.G.S.-Á.) | |
| 700 | 1 | |a Plasencia-Carballo Zeus |u Department of Specific Didactics, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain; zplasenc@ull.edu.es | |
| 700 | 1 | |a Perdomo-López Carmen de los Ángeles |u Department of Specific Didactics, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain; zplasenc@ull.edu.es | |
| 773 | 0 | |t Information |g vol. 16, no. 7 (2025), p. 540-571 | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3233224036/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3233224036/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3233224036/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |