The Impact of Intelligent Adaptive Learning on Flexible Thinking and Academic Achievement for Undergraduate Students

Ban Hassan Majeed; Zainab Hazim Ibrahim; Wisal Hashim Abdulsalam; Duha Khalid Abdul-Rahman Al-Malah; Haider TH.Salim ALRikabi

doi:10.3991/ijep.v16i2.60769

Authors

Ban Hassan Majeed University of Baghdad, Baghdad, Iraq
Zainab Hazim Ibrahim University of Baghdad, Baghdad, Iraq https://orcid.org/0000-0003-2255-8999
Wisal Hashim Abdulsalam University of Baghdad, Baghdad, Iraq https://orcid.org/0000-0003-0453-095X
Duha Khalid Abdul-Rahman Al-Malah Northern Technical University, Mosul, Iraq https://orcid.org/0000-0002-7103-4326
Haider TH.Salim ALRikabi Wasit University, Wasit, Iraq https://orcid.org/0000-0002-5201-2084

DOI:

https://doi.org/10.3991/ijep.v16i2.60769

Keywords:

Keywords— Intelligent adaptive learning (IAL), flexible thinking (FT), academic achievement, AI in education, personalized learning, undergradu-ate students, education college, quasi-experimental design, adaptive plat-forms.

Abstract

In the knowledge society, artificial intelligence (AI) forms a cornerstone of global education. This quasi-experimental study examines the impact of an Intelligent Adaptive Learning Strategy (IALS) on flexible thinking (FT) and academic achievement among 60 3rd-year undergraduate students at the College of Education/University of Baghdad (experimental n = 30; control n = 30). The IALS was implemented via an AI-supported educational platform, while the control group received conventional instruction. Post-test intervention assessments included an FT test (10 items, content validity = 0.89, Cronbach’s α = 0.87) and an achievement test (10 objective items, α = 0.85). Results revealed statistically significant superiority of the experimental group in both FT (p < 0.01, η² = 0.34) and academic achievement (p < 0.001, η² = 0.42). Findings affirm IALS efficacy in personalized learning environments. Recommendations include adopting centralized adaptive learning (AL) platforms, faculty training in adaptive pathway design, and integration of IALS into mathematics, algorithms, and programming courses.

Author Biography

Haider TH.Salim ALRikabi, Wasit University, Wasit, Iraq

Wasit University,College of Engineering,Electrical Engineering Department

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