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Evaluating AI-Personalized Learning Interventions in Distance Education

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Title: Evaluating AI-Personalized Learning Interventions in Distance Education
Language: English
Authors: Sajida Bhanu Panwale, Selvaraj Vijayakumar
Source: International Review of Research in Open and Distributed Learning. 2025 26(1):157-174.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Distance Education, Artificial Intelligence, Computer Software, Individualized Instruction, Business Education, Masters Programs, Persuasive Discourse, Business Communication, Graduate Students, Comparative Analysis, Computer Mediated Communication, Technology Uses in Education, Instructional Materials, Technology Integration, Learning Management Systems, Business English, Second Language Learning, Second Language Instruction, Foreign Countries, Teaching Methods
Geographic Terms: India
ISSN: 1492-3831
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463476
Database: ERIC
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  Data: Evaluating AI-Personalized Learning Interventions in Distance Education
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  Data: <searchLink fieldCode="AR" term="%22Sajida+Bhanu+Panwale%22">Sajida Bhanu Panwale</searchLink><br /><searchLink fieldCode="AR" term="%22Selvaraj+Vijayakumar%22">Selvaraj Vijayakumar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2025 26(1):157-174.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 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.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 157
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Business Education
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      – SubjectFull: Masters Programs
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      – SubjectFull: Business Communication
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      – SubjectFull: Graduate Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Technology Integration
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: Business English
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Teaching Methods
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      – SubjectFull: India
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      – TitleFull: Evaluating AI-Personalized Learning Interventions in Distance Education
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              Y: 2025
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