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Mitigating Conceptual Learning Gaps in Mixed-Ability Classrooms: A Learning Analytics-Based Evaluation of AI-Driven Adaptive Feedback for Struggling Learners

Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Adaptation through Artificial Intelligence (AI) creates individual-centered feedback strategies to reduce academic achievement disparities among students. The study evaluates the effectiveness of AI-driven adaptive feedback in mitigating these gaps by providing personalized learning support to struggling learners. A learning analytics-based evaluation was conducted on 700 undergraduate students enrolled in STEM-related courses across three different departments at Beaconhouse International College (BIC). The study employed a quasi-experimental design, where 350 students received AI-driven adaptive feedback while the control group followed traditional instructor-led feedback methods. Data were collected over 20 weeks, utilizing pre- and post-assessments, real-time engagement tracking, and survey responses. Results indicate that students receiving AI-driven adaptive feedback demonstrated a 28% improvement in conceptual mastery, compared to 14% in the control group. Additionally, student engagement increased by 35%, with a 22% reduction in cognitive overload. Analysis of interaction logs revealed that frequent engagement with AI-generated feedback led to a 40% increase in retention rates. Despite these benefits, variations in impact were observed based on prior knowledge levels and interaction consistency. The findings highlight the potential of AI-driven smart learning environments to enhance educational equity. Future research should explore long-term effects, scalability, and ethical considerations in adaptive AI-based learning systems.
DOI: 10.3390/app15084473
Language: English
Open Access status: gold
Estimated APC paid: $2,896
OpenAlex ID: W4409585768
FWCI: 19.58
Cites: 46
Cited by: 48
Related to: 10