The Impact of Implementing a Moodle Plug-in as an AI-based Adaptive Learning Solution on Learning Effectiveness: Case of Morocco

Aymane Ezzaim; Aziz Dahbi; Abdelfatteh Haidine; Abdelhak Aqqal

doi:10.3991/ijim.v18i01.46309

Authors

Aymane Ezzaim Laboratory of Information Technologies, National School of Applied Sciences, Chouaib Doukkali University, El Jadida, Morocco https://orcid.org/0000-0003-1505-1129
Aziz Dahbi Laboratory of Information Technologies, National School of Applied Sciences, Chouaib Doukkali University, El Jadida, Morocco
Abdelfatteh Haidine Laboratory of Information Technologies, National School of Applied Sciences, Chouaib Doukkali University, El Jadida, Morocco
Abdelhak Aqqal Laboratory of Information Technologies, National School of Applied Sciences, Chouaib Doukkali University, El Jadida, Morocco https://orcid.org/0000-0002-1488-3161

DOI:

https://doi.org/10.3991/ijim.v18i01.46309

Keywords:

Adaptive learning, Artificial intelligence, Education, Moodle, Adaptive systems

Abstract

This article presents feedback on the implementation of an Artificial Intelligence-based adaptive learning Moodle plugin aimed at enhancing the engagement levels and academic performance of 102 Moroccan high school students. The primary objective of this study was to assess and compare the performance of students utilizing the adaptive learning system with those employing conventional learning methods. To guarantee the efficacy of this approach, a participant satisfaction survey and a comprehensive summative evaluation were conducted, revealing the positive impact of AI-based adaptive learning on the participants. The results of this study highlight the potential benefits of integrating AI-driven adaptive learning into high school computer science curricula, emphasizing how it may raise student engagement and academic performance. These results strengthen the determination to use this teaching methodology with students in future educational activities.