Artificial Intelligence in the Context of Digital Learning Environments (DLEs): Towards Adaptive Learning

Abstract

This study carefully considers student perceptions, potential benefits, and ethical considerations to analyze the complex landscape of integrating artificial intelligence (AI) into digital learning environments (DLEs). The investigation is based on the opinions of a diverse group of 40 students from the University Hassan II Faculty of Sciences. An online questionnaire with open-ended questions and binary “yes” or “no” responses was given to participants, allowing for a thorough examination of their attitudes. Beginning with an acknowledgement of the respondents’ evenly distributed gender, the analysis strengthens the validity and applicability of the study’s findings. Participants clearly have a lot of knowledge about AI, which highlights a general awareness that contextualizes their views on AI’s place in education. The majority of respondents express optimism about AI's potential to improve student learning outcomes through individualized and flexible educational experiences. The discussion, however, delicately navigates this optimism, revealing subgroups marked by cautious optimism and a need for conclusive evidence from the real world before full endorsement. A subset also questions the effectiveness of AI, which prompts a look at potential difficulties and complexities in its use. The discussion frequently brings up ethical issues. The majority of participants support the idea that educational institutions should take the initiative to address ethical issues related to the use of AI. The importance of ensuring transparent, accountable, and responsible AI usage in educational contexts is highlighted by this consensus. Participants’ openness to AI-driven data analysis for individualized recommendations is also a topic of discussion. Despite a majority saying they are willing to use this strategy, a subgroup's reluctance highlights how important it is to incorporate ethical and privacy protections into its application. The conversation as a whole provides a thorough and impartial examination of viewpoints on AI integration in DLEs. It skillfully balances innovation with moral sensitivity, optimism with caution, and captures the changing face of education in the digital age. The knowledge gained from this study serves as a solid foundation for deliberation and decision-making, which is crucial for the moral and successful integration of AI technologies in education.