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International Journal of Trade & Commerce-IIARTC
Impact Factor (IF):5.135 (COSMOS), IF:7.249 (ISRA), IF:3.721 (ISI)
ISSN:2277-5811 (P), ISSN:2278-9065 (O)
Frequency: Half Yearly
Impact of AI-Powered Personalized Learning on Self-Regulated Learning, Academic Engagement, and Learning Autonomy among Secondary School Students
There have been numerous ways in which Artificial Intelligence (AI) has revolutionized the educational process through its ability to deliver adaptive instruction, intelligent tutoring, feedback mechanisms, learning analytics, and learning through Generative AI. AI-driven personalized learning is able to provide personalized education for students, thus not only enhancing the academic achievements but also the processes involved in regulating and engaging in learning. Several studies have found that AI is able to facilitate self-regulated learning (SRL), depending on the technological design, instructional context, length of intervention and level of teacher and learner participation (Zhu & Sari, 2026; Xu et al., 2026). The current paper focuses on the possible effect of AI-driven personalized learning on three related learner outcomes including self-regulated learning, academic engagement, and learning autonomy among secondary school students. This research brings together international literature along with Indian literature such as Babbar, Raju and Kumari’s studies regarding Generative AI and Learning Efficiency in the Indian educational setting. The structured research approach and quantitative method are introduced, and then illustrated with statistical findings. The literature indicates that personalisation through AI can be effective in terms of helping learners to monitor and regulate their activities; however, it will not help in case the dependence on technology becomes too high and there is no pedagogical scaffolding present. That is why the paper concludes in favour of human-centered approach and AI as a tool rather than substitution of teachers and cognitive processes.
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Author:Rajesh Kumar Raju, Monika Kumari
Abstract:There have been numerous ways in which Artificial Intelligence (AI) has revolutionized the educational process through its ability to deliver adaptive instruction, intelligent tutoring, feedback mechanisms, learning analytics, and learning through Generative AI. AI-driven personalized learning is able to provide personalized education for students, thus not only enhancing the academic achievements but also the processes involved in regulating and engaging in learning. Several studies have found that AI is able to facilitate self-regulated learning (SRL), depending on the technological design, instructional context, length of intervention and level of teacher and learner participation (Zhu & Sari, 2026; Xu et al., 2026). The current paper focuses on the possible effect of AI-driven personalized learning on three related learner outcomes including self-regulated learning, academic engagement, and learning autonomy among secondary school students. This research brings together international literature along with Indian literature such as Babbar, Raju and Kumari’s studies regarding Generative AI and Learning Efficiency in the Indian educational setting. The structured research approach and quantitative method are introduced, and then illustrated with statistical findings. The literature indicates that personalisation through AI can be effective in terms of helping learners to monitor and regulate their activities; however, it will not help in case the dependence on technology becomes too high and there is no pedagogical scaffolding present. That is why the paper concludes in favour of human-centered approach and AI as a tool rather than substitution of teachers and cognitive processes.
Keywords:Artificial Intelligence, AI-Powered Personalized Learning, Self-Regulated Learning, Academic Engagement, Learning Autonomy, Secondary Education, Generative AI, Indian Education.
DOI:10.46333/ijtc/15/1/17
International Journal of Trade & Commerce (Vol: 15 Issue:1)
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