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Bala Murali Tanimale, SEAMEO RECSAM, MalaysiaAbstract
This study explores how a personalised learning platform powered by AI can support secondary school students in physics by tailoring instruction to their individual needs. A total of 120 students participated in the study, with one group using the adaptive platform and the other following traditional classroom instruction. The study used a mixed-methods approach, combining pre-test and post-test performance data with insights from student interviews and focus groups. The findings showed that students using the adaptive platform achieved higher levels of conceptual understanding, with an independent sample t-test score 7.55 points higher than that of the control group. These gains were closely linked to features such as adaptive quizzes, individualised lesson pathways, and progress-tracking tools, which allowed learners to monitor and adjust their learning more effectively. Students frequently described the platform as providing “timely feedback” and “guidance at my own pace,” suggesting that personalisation helped reduce frustration and sustain motivation. Interview feedback also revealed that learners in the experimental group were more engaged, often citing the platform’s gamified elements and interactive content as motivating factors. While students recognised these advantages, they also identified challenges, particularly technical issues and a desire for a broader range of content. Overall, the study highlights the potential of AI-driven adaptive learning to improve both immediate academic outcomes and the development of self-regulated learning habits. At the same time, it emphasises the importance of balancing technological innovation with thoughtful instructional design to ensure accessibility and sustained effectiveness in classroom practice.
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Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Tanimale B. (2026) From Adaptation to Engagement: Evaluating the Effectiveness of an AI-Based Personalised Learning Platform in Physics Education ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 363-379) https://doi.org/10.22492/issn.2186-5892.2026.29
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.29
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