Advanced machine learning techniques for personalising technology education

The adoption of Artificial Intelligence (AI) in educational fields has developed a great potential and problem related to the academic progress, critical thinking, mental abilities, and final student results. The increased application of generative AI, intelligent tutoring machines, adaptive learning systems, predictive analytics, and AI-assisted learning tools have altered the traditional learning environment, although issues have been raised about over-reliance on technology, lower-level thinking, algorithm biases and academic dishonesty. This literature review was a systematic investigation of recent articles relevant to the topic of Artificial Intelligence in Education (AIEd) and its effects on student engagement, academic achievement, cognitive growth, and learning customization. The focus was on emerging trends as ChatGPT in education, machine learning in education, educational data mining, personalized feedback, and smart classrooms. The review established that AI-assisted learning and individualized instructional setting have a positive effect on knowledge retention, student motivation, self-regulated learning, digital literacy, and problem-solving abilities. Learning analytics and adaptive learning systems enhance the quality of academic outcomes by providing personalized learning channels and real-time feedback. The results suggest that over-dependence on AI tools can negatively affect critical thinking, creativity, metacognition, and independent reasoning in case the pedagogy does not carefully incorporate it. The concern increasing on algorithmic bias, cognitive load, ethical issues, and the impact of large language models on academic integrity were also identified as a major concern in the review.

Aim: The majority of machine learning (ML) models in healthcare are built on retrospective data, much of which is collected without explicit patient consent for use in artificial intelligence (AI) and ML applications. The primary aim of this study was to evaluate whether clinicians and scientific researchers themselves consent to provide their own data for the training of ML models. Materials and Methods: This survey was conducted through an anonymous online survey, utilizing platforms such as Telegram, LinkedIn, and Viber. The target audience comprised specific international groups, primarily Russian, German, and English-speaking, of clinicians and scientific researchers. These participants ranged in their levels of expertise and experience, from beginners to veterans. The survey centered on a singular, pivotal question: “Do You Consent to the Use of Your Biological and Private Data for Training Machine Learning and AI Models?” Respondents had the option to choose from three responses: “Yes” and “No”. Results: The survey was conducted in January 2024. A total of 119 unique and verified individuals participated in the survey. The results revealed that only 50% of respondents (63 persons) expressed consent to provide their own data for the training of ML and AI models. Conclusion: In the development of ML and AI models, particularly open-source ones, it is crucial to ascertain whether participants are willing to provide their private data. While ML algorithms can transform the nature of data, it is important to remember that the primary owner of this data is the individual. Our findings show that in 50% of the cases, even participants from scientific research and clinical backgrounds – individuals typically accountable for ensuring data quality in AI and ML model development – do not consent to the use of their data in AI and ML settings. This highlights the need for more stringent consent processes and ethical considerations in the utilization of personal data in AI and ML research.

Traditional online learning environments generally use a one-size-fits-all approach, neglecting individual learner needs, goals, and cognitive abilities. Adaptive Educational Hypermedia (AEH) systems emerged to address this by personalizing learning content based on user profiles. The Adaptive Learning System is a computerized system developed to enhance digital interactive educational content teaching and learning. The system’s Adaptive algorithm automatically detects learners’ strengths and weaknesses through the adaptation process and provides personalized learning materials, feedback, and guidance during their learning. Adaptive content allows learners to learn the material at their own pace while providing additional support, evaluation, and resources tailored to each learner. In traditional educational systems, every student is given access to the same learning content regardless of their individual learning needs. Higher education institutions face various challenges when testing and implementing adaptive learning systems for their domain of knowledge. Issues related to technical challenges include processing real-time data, difficulties consolidating learning concepts and solutions into existing learning management systems, and the complexity, ease of use, and usability of adaptive learning systems. However, despite the advancement and technical sophistication in adaptive algorithms, most AEH systems still face significant usability challenges. Learners often struggle with complex interfaces, limited system responsiveness, and poor adaptation to diverse demographics and subject backgrounds. Consequently, the current adaptive systems are underutilized in higher education, with limited empirical evidence on their effectiveness in enhancing student engagement, engagement, quality of experience (QoE), and academic performance. While foundational research work (Brusilovsky, 2001; De Bra et al., 2013) and recent studies (Liu & Lim, 2020; colMOOC project) have shown the importance of adaptive educational hypermedia, yet ongoing issues persist regarding usability, learner control (Paramythis & Loidl-Reisinger, 2004), and empirical validation across varied higher education settings (Latham et al., 2004; Educause, 2018). Systematic investigations into user-controllable personalization and its effects on inclusivity and academic achievement remain limited (Xie et al., 2019; Lundqvist; Warburton, 2019). Furthermore, Li et al. (2021) highlighted that existing systems lack comprehensive cognitive modelling and fail to adequately adapt to individual learner dispositions, which restricts their intelligence and adaptability. This complexity in adaptive systems continues to pose challenges for education overall, as emphasized by Fengying Li, Yifeng He, and Qingshui Xue (2021). Addressing these issues, Dubiel et al. (2022) propose a framework for adaptive user interfaces that integrates the interaction environment to enhance system responsiveness. Therefore, there remains a significant gap in the literature regarding the lack of empirical evaluation of user-controlled personalization, particularly in real-world, multi-disciplinary higher education contexts. Existing research has focused mainly on adaptive algorithmic and technical development, but has not given sufficient attention to practical usability (the lack of effective, usable AEH systems, learner diversity, and actual learner-centered outcomes). Moreover, there is a lack of comprehensive frameworks for evaluating the usability of adaptive educational hypermedia (AEH), and there is limited research on how these adaptive systems can foster inclusivity and fairness among diverse learner populations. Therefore, there is an urgent need to address the usability and complexity problems in AEH systems and to suggest the creation of usable, effective, personalised, learner-centric, and user-controllable AEH systems for higher education environments. This research study addresses these gaps by introducing a personalized, user-controllable Adaptive Educational Hypermedia (AEH) framework specially designed for a Higher Education setting. It evaluates multiple versions of adaptive learning systems across multiple disciplines (English, Malay, Computer Science) revealing significant enhancements in both student achievement and satisfaction. The study not only evaluates multiple versions of adaptive systems but also offers practical recommendations for software developers and educators seeking to implement effective, more intuitive, and learner-centric adaptive systems within real higher educational environments. By exploring the relationships between learner demographics, usability, and academic outcomes, the study promotes inclusivity and equity in digital education. More specifically, it introduces a novel user-controllable personalization feature that empowers learners to customize the learning content to improve their adaptive learning experience, addressing a major limitation found in existing systems. The findings demonstrate significant improvements in student performance and satisfaction with the system’s interface, thereby enhancing subject retention, confirming that adaptive learning systems can effectively improve the academic experience in higher education environments.

In recent years, the integration of Informatics and Didactics in education has been revolutionized by the advent of Artificial Intelligence (AI). AI has the potential to reshape how educational content is delivered, how students learn, and how teachers manage classrooms. In the context of Morocco, where educational reforms are underway, the integration of AI into teaching methodologies offers exciting possibilities for improving the quality of education, enhancing personalized learning experiences, and addressing the challenges of educational equity. This article explores the intersection of Informatics, Didactics, and AI, examining how AI-driven tools are transforming education in Morocco. By providing examples of AI applications such as adaptive learning systems, intelligent tutoring systems, and AI-driven content creation, this article highlights the ways in which AI can complement traditional didactic approaches and create more interactive, inclusive, and personalized learning environments. We also discuss the challenges of integrating AI into the Moroccan education system, including infrastructure limitations, teacher preparedness, and ethical considerations. Finally, the article offers recommendations for successfully adopting AI in education and fostering a future-ready generation of learners. Keywords: Informatics, didactics, artificial intelligence, personalized learning, adaptive learning, Morocco, education reform, digital tools, intelligent tutoring systems, AI-driven content creation, future of education. Received Date: August 21, 2025 Accepted Date: September 13, 2025 Published Date: October 01, 2025 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/216

The increasing complexity of social science data and phenomena necessitates using advanced analytical techniques to capture nonlinear relationships that traditional linear models often overlook. This chapter explores the application of machine learning (ML) models in social science research, focusing on their ability to manage nonlinear interactions in multidimensional datasets. Nonlinear relationships are central to understanding social behaviors, socioeconomic factors, and psychological processes. Machine learning models, including decision trees, neural networks, random forests, and support vector machines, provide a flexible framework for capturing these intricate patterns. The chapter begins by examining the limitations of linear models and introduces essential machine learning techniques suited for nonlinear modeling. A discussion follows on how these models automatically detect interactions and threshold effects, offering superior predictive power and robustness against noise compared to traditional methods. The chapter also covers the practical challenges of model evaluation, validation, and handling imbalanced data, emphasizing cross-validation and performance metrics tailored to the nuances of social science datasets. Practical recommendations are offered to researchers, highlighting the balance between predictive accuracy and model interpretability, ethical considerations, and best practices for communicating results to diverse stakeholders. This chapter demonstrates that while machine learning models provide robust solutions for modeling nonlinear relationships, their successful application in social sciences requires careful attention to data quality, model selection, validation, and ethical considerations. Machine learning holds transformative potential for understanding complex social phenomena and informing data-driven psychology, sociology, and political science policy-making.

Artificial intelligence (AI) is reshaping neurosurgery, offering unprecedented opportunities to enhance diagnostics, personalize treatment, and predict outcomes. At the heart of this transformation is the ability to effectively harness big data (BD) within the electronic medical record. Understanding these data structures is essential for making sense of the vast volumes of information generated in modern neurosurgical practice. Equally important are the machine learning (ML) models driving these advancements. From supervised learning and convolutional neural networks to generative AI, these tools are already making a mark in areas such as brain tumor segmentation and spine surgery outcome predictions. Their versatility highlights the potential of ML to complement clinical expertise and streamline decision-making in neurosurgery. However, adopting BD and ML also brings ethical challenges that cannot be ignored. Bias in algorithms threatens to reinforce health disparities, whereas concerns about data privacy demand vigilance in handling sensitive patient information. In addition, the question of liability looms large as ML increasingly influences clinical decisions. The aim of the study was to provide a roadmap for neurosurgeons navigating the evolving intersection of BD, ML, and ethical responsibility in the AI era.

BackgroundRacial bias is a key concern regarding the development, validation, and implementation of machine learning (ML) models in clinical settings. Despite the potential of bias to propagate health disparities, racial bias in clinical ML has yet to be thoroughly examined and best practices for bias mitigation remain unclear.ObjectiveOur objective was to perform a scoping review to characterize the methods by which the racial bias of ML has been assessed and describe strategies that may be used to enhance algorithmic fairness in clinical ML.MethodsA scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) Extension for Scoping Reviews. A literature search using PubMed, Scopus, and Embase databases, as well as Google Scholar, identified 635 records, of which 12 studies were included.ResultsApplications of ML were varied and involved diagnosis, outcome prediction, and clinical score prediction performed on data sets including images, diagnostic studies, clinical text, and clinical variables. Of the 12 studies, 1 (8%) described a model in routine clinical use, 2 (17%) examined prospectively validated clinical models, and the remaining 9 (75%) described internally validated models. In addition, 8 (67%) studies concluded that racial bias was present, 2 (17%) concluded that it was not, and 2 (17%) assessed the implementation of bias mitigation strategies without comparison to a baseline model. Fairness metrics used to assess algorithmic racial bias were inconsistent. The most commonly observed metrics were equal opportunity difference (5/12, 42%), accuracy (4/12, 25%), and disparate impact (2/12, 17%). All 8 (67%) studies that implemented methods for mitigation of racial bias successfully increased fairness, as measured by the authors’ chosen metrics. Preprocessing methods of bias mitigation were most commonly used across all studies that implemented them.ConclusionsThe broad scope of medical ML applications and potential patient harms demand an increased emphasis on evaluation and mitigation of racial bias in clinical ML. However, the adoption of algorithmic fairness principles in medicine remains inconsistent and is limited by poor data availability and ML model reporting. We recommend that researchers and journal editors emphasize standardized reporting and data availability in medical ML studies to improve transparency and facilitate evaluation for racial bias.

The integration of artificial intelligence technologies in early childhood education represents a significant paradigm shift in pedagogical practices, yet comprehensive critical analyses of AI's role as an innovation catalyst remain limited. This systematic literature review aims to synthesize recent research examining AI-driven innovations in early childhood pedagogy, identifying key trends, opportunities, and challenges for children aged 0-8 years. Following PRISMA guidelines, a comprehensive search across multiple databases yielded 34 high-quality studies published between 2019-2024. Data extraction employed a structured coding framework examining AI technology types, pedagogical applications, theoretical alignments, and ethical considerations. Results revealed four primary AI technology categories: intelligent tutoring systems (41.2%), educational robotics (35.3%), natural language processing (17.6%), and computer vision systems (5.9%). Educational robotics demonstrated the highest learning outcome improvements (42%), followed by intelligent tutoring systems (35%). AI technologies successfully enhanced personalized learning delivery, social-emotional development, and STEM skill acquisition while maintaining alignment with constructivist and play-based learning principles. However, significant challenges emerged regarding data privacy, algorithmic bias, teacher professional development requirements, and digital equity concerns. The findings indicate that while AI serves as a powerful catalyst for pedagogical innovation, successful implementation requires intentional approaches prioritizing developmental appropriateness, ethical considerations, and equitable access to ensure AI enhances rather than replaces essential human elements in early learning environments.

The integration of artificial intelligence (AI) into online education has transformed the digital learning space, offering new ways to enhance learner satisfaction and engagement. This systematic literature review, covering a five-year span from 2020 to 2025, explores how AI technologies, such as chatbots, intelligent tutoring systems (ITS), sentiment analysis, gaze tracking and predictive analytics, support learner engagement across cognitive, emotional, behavioral, and social dimensions. Drawing from 30 peer-reviewed studies, the current review addresses three central research questions: (1) What aspects of AI positively influence learner satisfaction and engagement in online courses within higher education institutions; (2) What potential challenges from using these technologies may arise; and (3) What research approaches are most commonly used to assess AI’s impact in such learning contexts? The findings highlight that adaptive learning, real-time feedback, and emotion-aware systems contribute positively to personalized learning and motivation. However, concerns persist around data privacy, algorithmic bias, over-reliance on automation, and system usability. Experimental and quasi-experimental designs, as well as machine learning, mixed methods, and survey-based approaches are found to dominate in reviewed studies. Based on these insights, this work offers a foundation for future AI-enhanced learning management systems designed primarily to enhance learner engagement across cognitive, emotional, behavioral, and social domains.

Artificial intelligence and Machine Learning approaches in sports: Concepts, applications, challenges, and future perspectives

Machine learning (ML) models provide more choices to patients with diabetes mellitus (DM) to more properly manage blood glucose (BG) levels. However, because of numerous types of ML algorithms, choosing an appropriate model is vitally important. In a systematic review and network meta-analysis, this study aimed to comprehensively assess the performance of ML models in predicting BG levels. In addition, we assessed ML models used to detect and predict adverse BG (hypoglycemia) events by calculating pooled estimates of sensitivity and specificity. PubMed, Embase, Web of Science, and Institute of Electrical and Electronics Engineers Explore databases were systematically searched for studies on predicting BG levels and predicting or detecting adverse BG events using ML models, from inception to November 2022. Studies that assessed the performance of different ML models in predicting or detecting BG levels or adverse BG events of patients with DM were included. Studies with no derivation or performance metrics of ML models were excluded. The Quality Assessment of Diagnostic Accuracy Studies tool was applied to assess the quality of included studies. Primary outcomes were the relative ranking of ML models for predicting BG levels in different prediction horizons (PHs) and pooled estimates of the sensitivity and specificity of ML models in detecting or predicting adverse BG events. In total, 46 eligible studies were included for meta-analysis. Regarding ML models for predicting BG levels, the means of the absolute root mean square error (RMSE) in a PH of 15, 30, 45, and 60 minutes were 18.88 (SD 19.71), 21.40 (SD 12.56), 21.27 (SD 5.17), and 30.01 (SD 7.23) mg/dL, respectively. The neural network model (NNM) showed the highest relative performance in different PHs. Furthermore, the pooled estimates of the positive likelihood ratio and the negative likelihood ratio of ML models were 8.3 (95% CI 5.7-12.0) and 0.31 (95% CI 0.22-0.44), respectively, for predicting hypoglycemia and 2.4 (95% CI 1.6-3.7) and 0.37 (95% CI 0.29-0.46), respectively, for detecting hypoglycemia. Statistically significant high heterogeneity was detected in all subgroups, with different sources of heterogeneity. For predicting precise BG levels, the RMSE increases with a rise in the PH, and the NNM shows the highest relative performance among all the ML models. Meanwhile, current ML models have sufficient ability to predict adverse BG events, while their ability to detect adverse BG events needs to be enhanced. PROSPERO CRD42022375250; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=375250.

Predicting adolescent psychopathology from early life factors: A machine learning tutorial

Machine learning (ML) has emerged as a transformative tool in predictive analytics, significantly advancing healthcare technology. This paper explores the role of ML in enhancing predictive capabilities within healthcare, from early diagnosis and disease prevention to personalized treatment plans. By analyzing vast datasets, ML algorithms offer more accurate predictions, leading to improved patient outcomes and optimized healthcare workflows. The paper also discusses the latest innovations in ML applications, addressing challenges such as data quality, algorithm bias, and ethical considerations. The goal is to highlight how ML-driven predictive analytics is reshaping modern healthcare, offering new opportunities for precision medicine and operational efficiency.

Abstract. Problem. The rapid advancement of artificial intelligence (AI) has significantly impacted various domains, particularly education. AI-driven tools are increasingly being integrated into teaching methodologies, assessment frameworks, and curriculum design. However, despite the growing research interest in Artificial Intelligence in Education (AIED), the field remains fragmented, lacking a comprehensive analysis of dominant research themes and emerging trends. Understanding these trends is crucial for optimizing AI applications in education and shaping future developments in the field. Goal. The primary goal of this study is to analyze the current landscape of AIED research by identifying key thematic clusters, evaluating dominant research directions, and predicting future trajectories in AI-driven education. Methodology. This study employs network analysis, topic modeling, and global research trend evaluation to analyze scientific publications in AIED. The Latent Dirichlet Allocation (LDA) algorithm is applied to classify research articles into thematic categories, enabling the identification of primary topics shaping the field. Data is sourced from the Web of Science database, and hierarchical clustering techniques are used to determine semantic similarities between thematic models. Results. The analysis reveals five major research clusters in AIED, including AI applications in medical education, machine learning in education, adaptive learning technologies, large language models in learning, and student-centered AI-driven educational strategies. The study identifies increasing trends in the adoption of generative AI and chatbot-based learning support, while traditional AI-driven assessment methodologies show moderate growth. The results also highlight strong interconnections between AI-driven personalization and intelligent tutoring systems, emphasizing the shift toward adaptive and student-centric learning environments. Originality. This research provides a structured and systematic analysis of AIED trends, leveraging advanced topic modeling techniques. Unlike previous studies focusing on isolated AI applications in education, this study presents a holistic view of thematic structures in AIED research, offering a quantitative and data-driven approach to understanding the evolution of the field. Practical Value. The findings can serve as a strategic reference for educators, policymakers, and AI developers in shaping future educational technologies. By identifying key thematic directions, this research supports evidence-based decision-making for integrating AI into educational systems. The results can also guide further research in AIED, helping scholars explore emerging AI-driven teaching methodologies, adaptive learning models, and ethical considerations in AI-powered education.

The transformation of education in the digital era has been significantly accelerated by the integration of Artificial Intelligence (AI) and Machine Learning (ML), fundamentally reshaping how learning is designed, delivered, and assessed. This study aims to systematically identify emerging trends, key benefits, prevailing challenges, and future directions of AI and ML applications in education through a Systematic Literature Review (SLR) approach. The reviewed literature was sourced from leading academic databases, including Scopus, IEEE Xplore, and ScienceDirect, covering publications from 2015 to 2025. The findings reveal that AI and ML technologies have been widely implemented in various educational domains, particularly in adaptive learning systems, automated assessment mechanisms, and intelligent virtual assistants that facilitate personalized learning experiences. Despite these advancements, several critical challenges persist, notably digital inequality, data privacy concerns, and the limited technological literacy among educators, which hinder the effective adoption of these technologies. Furthermore, the study highlights that the future of education will increasingly rely on the integration of intelligent systems that enable data-driven, flexible, and learner-centered environments. The insights derived from this SLR are expected to provide valuable guidance for policymakers, educators, and technology developers in formulating adaptive and sustainable educational strategies in the era of artificial intelligence.