Overview

Artificial intelligence (AI) transforms e-learning through tools like personalized online learning experiences, adaptive learning systems, and intelligent tutors. AI-driven technologies adjust the content based on the individual learner's needs, enhancing engagement and learning outcomes. As these intelligent tools utilize data to gain insight into the user and user needs, it is imperative that the data be kept private. Further research is important to address issues concerning algorithmic bias impacting equality. Personalized Learning Through Adaptive Systems and Intelligent Tutoring delves into natural language processing for content generation and student feedback, as well as AI's role in enhancing learner engagement and motivation through gamification and virtual environments. It addresses future trends and innovations in AI for education, featuring case studies and contributions from researchers, educators, and platform developers. Covering topics such as recommendation systems, educational disparities, and metacognitive awareness, this book is an excellent resource for teachers, e-learning platform developers, computer scientists, professionals, researchers, scholars, academicians, and more.

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Assia Benabid is an academic based at the Faculty of Sciences Ben M'Sick, Casablanca, Morocco, and has contributed significantly to educational research. Her work primarily focuses on addressing issues in higher education, including university dropout rates and improving language competencies among science students. One of her notable studies explores the phenomenon of university dropout in Morocco, identifying causes such as the language barrier in higher education and inadequate guidance for students. This research, conducted at the Faculty of Sciences Ben M'Sick, involved surveying undergraduate students and highlighted the need for better support systems to reduce dropout rates​(NVEO). Additionally, Benabid has also contributed to improving scientific writing among Moroccan postgraduate students. She emphasizes the importance of a structured writing process to help students develop linguistic competence in French, particularly in the context of science education​(EU Journal). These works demonstrate her commitment to enhancing education and student success in Morocco. Ghizlane Chemsi has a PhD in Educational Technology. She is a Professor at the Faculty of Sciences at Ben M’Sick, Hassan II University of Casablanca, Morocco. She operates in several fields of educational sciences, including educational technologies, assessment, and engineering of assessments. She is a member of the Observatory of Research in Didactics and University Pedagogy (ORDIPU), the Association for the Development of Evaluation Methodologies in Education (ADMEE)-Morocco, and the Multidisciplinary Laboratory in Sciences and Information Communication and Education Technology (LAPSTICE) (E-mail: g.chemsi@gmail.com).

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