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TRUVACE RECORD VERSION
record: TRV-2026-2849
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-12T17:34:26.701982Z
status: published
lens: g_space
sector: education
headline: The Effect of Artificial Intelligence-Assisted Personalized Learning on Student Learning Outcomes: A Meta-Analysis Based on 31 Empirical Research Papers
dek: The application of artificial intelligence in education has garnered more attention in academia, and its role in promoting student personalized learning has sparked a lot of discussion. Many researchers have emphasized the positive effect of intelligent technology in supporting student personalized learning; however, there is a lack of systematic data evidence in this regard. This article seeks to evaluate the effects of artificial intelligence-assisted personalized learning on student learning outcomes based on…
gain_title: A meta-analysis of 36 experimental and quasi-experimental studies from 31 papers found AI-assisted personalized learning had moderately positive effects on students' knowledge, competence and emotional development.
problem_title: (none)
trace_subject: (none)
gain_reading: A meta-analysis of 36 experimental and quasi-experimental studies from 31 papers found AI-assisted personalized learning had moderately positive effects on students' knowledge, competence and emotional development.
gain_evidence: artificial intelligence-assisted personalized learning has moderately positive effects on student learning outcomes in terms of knowledge, competence, and emotional development
problem_reading: (none)
problem_evidence: (none)
quick_read: A meta-analysis pooled 36 experimental and quasi-experimental studies from 31 published papers to test whether AI-assisted personalized learning improves student outcomes. It found moderately positive effects on knowledge, competence and emotional development.

The authors say earlier work mostly emphasized the benefits of intelligent technology for personalized learning but lacked systematic data evidence. Pooling the studies gives a broader estimate than any single classroom trial.

The size of the effect depended on the type of educational technology application, the learning scenario and how long it was used. Education phase and subject area did not significantly change the result.
limitation: 
tag: Evidence-backed gain
key_points: The meta-analysis covered 36 experimental and quasi-experimental studies drawn from 31 published papers. | Pooled effects on student learning outcomes were moderately positive. | Positive effects appeared across knowledge, competence and emotional development. | Type of educational technology application moderated the effect. | Learning scenario and duration of application also moderated the effect. | Education phase and disciplinary domain showed no significant moderating effect.
rundown: The authors set out to fill a gap: many researchers had stressed the positive effect of intelligent technology on personalized learning, but systematic data evidence was lacking. They addressed it by pooling 36 experimental and quasi-experimental studies from 31 published papers.

Results showed moderately positive effects on three kinds of outcomes: knowledge, competence and emotional development.

Moderator analysis found that the type of educational technology application, the learning scenario and the duration of use shaped the effect. Whether students were in a given education phase or discipline did not significantly change it.
sources:
- peer_reviewed | Science Insights Education Frontiers | https://doi.org/10.15354/sief.24.re395 | 2024-09-30
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