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Artificial Intelligence in Virtual Learning Environments: Innovation and Challenges in the Personalisation of Higher Education

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Bibliographic Details
Title: Artificial Intelligence in Virtual Learning Environments: Innovation and Challenges in the Personalisation of Higher Education
Authors: Carlos Mauricio Troya Santillan, Orlando Ascayo León, Juan de Jesús Alvarado Ortiz, Patricia Alexandra Morillo Andrade, Guillermo Bolívar Barragán Velasco, Rafael Antonio Anibal Rivero
Publisher Information: Power System Technology Press (PSTP), 2025.
Publication Year: 2025
Subject Terms: Artificial intelligence, virtual learning environments, higher education, pedagogical innovation, personalised learning
Description: The integration of artificial intelligence (AI) into higher education has transformed teachingand learning processes, particularly within virtual learning environments (VLEs). Thisarticle presents a comparative study conducted at universities in Ecuador and Peru, aimedat analysing the impact of AI as an innovative strategy for personalised learning. Using amixed-methods approach that combines a systematic literature review with structuredsurveys targeting lecturers and students, the study explores perceptions, benefits, andchallenges associated with the implementation of AI-based technologies. The findingsreveal that AI enhances educational personalisation through adaptive systems, learninganalytics, and automated feedback, thereby increasing student motivation, retention, andautonomy. However, significant barriers were also identified, including a lack of teachertraining, limited technological infrastructure, and ethical concerns related to data privacyand digital equity. Furthermore, the study underscores the need for clear institutionalpolicies and pedagogical strategies to ensure the responsible and effective integration ofAI in higher education. The comparison between Ecuador and Peru highlights sharedstructural and cultural challenges that influence the adoption of such technologies,reinforcing the importance of promoting coherent and sustainable educational innovationprocesses across Latin America. The study concludes that AI offers a valuable opportunityto transform university education, provided it is applied through a pedagogically sound,ethical, and context-sensitive approach.
Document Type: Article
DOI: 10.5281/zenodo.17265381
DOI: 10.5281/zenodo.17265382
Rights: CC BY
Accession Number: edsair.doi.dedup.....0a6b758e6f960d610f25752eefca033d
Database: OpenAIRE
Description
Abstract:The integration of artificial intelligence (AI) into higher education has transformed teachingand learning processes, particularly within virtual learning environments (VLEs). Thisarticle presents a comparative study conducted at universities in Ecuador and Peru, aimedat analysing the impact of AI as an innovative strategy for personalised learning. Using amixed-methods approach that combines a systematic literature review with structuredsurveys targeting lecturers and students, the study explores perceptions, benefits, andchallenges associated with the implementation of AI-based technologies. The findingsreveal that AI enhances educational personalisation through adaptive systems, learninganalytics, and automated feedback, thereby increasing student motivation, retention, andautonomy. However, significant barriers were also identified, including a lack of teachertraining, limited technological infrastructure, and ethical concerns related to data privacyand digital equity. Furthermore, the study underscores the need for clear institutionalpolicies and pedagogical strategies to ensure the responsible and effective integration ofAI in higher education. The comparison between Ecuador and Peru highlights sharedstructural and cultural challenges that influence the adoption of such technologies,reinforcing the importance of promoting coherent and sustainable educational innovationprocesses across Latin America. The study concludes that AI offers a valuable opportunityto transform university education, provided it is applied through a pedagogically sound,ethical, and context-sensitive approach.
DOI:10.5281/zenodo.17265381