Learning Environment, Learning Outcomes and Artificial Intelligence: The Synergistic Relationship

Artificial intelligence (AI) is reshaping the educational landscape by turning traditional classrooms into interactive, flexible, and personalised learning settings. This meta-analysis examines the incorporation of AI in education, highlighting its impact on learning environment and learning outcomes. It examines how AI technologies, via personalized learning pathways, smart tutoring systems, and immediate feedback, assist educators in delivering instruction suited to students’ unique needs, preferences, and learning styles. Using environmental and pedagogical frameworks, the study explores the diverse effects of AI on essential aspects of the learning environment such as cognitive, emotional, physical, psychosocial and educational aspects. It shows that AI-powered tools enhance engagement and motivation while fostering equity and inclusion by adapting to different learner abilities. The study also shows how AI facilitates the simplification of administrative responsibilities like grading and data management, allowing teachers to focus on more significant student interactions throughout the learning process. There is a significant relationship between AI-powered learning settings and better educational results, underpinned by theoretical perspectives from Bandura’s social cognitive theory. As students’ behaviours and interactions with AI change, so do the results of their educational experiences. Novelty and innovations are essential for sustaining learner engagement when utilizing AI. The use of AI in education enables a transition from content-focused teaching to student-centred learning, resulting in more engaging, efficient and inclusive educational experiences. Educators are advised to adopt new technologies such as AI, AR and VR to address the requirements of 21st century students and enhance learning outcomes in an evolving learning environment.

Learning environment, Artificial Intelligence, Learning outcomes

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