Analysis of the Impact of Intelligent Educational Assistants eith Adaptive Didactic Approach on Teaching-Learning Processes

Abstract

The present study aimed to analyze the impact of intelligent educational assistants with an adaptive didactic approach on the teaching-learning processes of high school students. The scope of the work focused on examining the impact of these tools on comprehension, motivation, participation, autonomy, and academic performance within a formal school environment. The research was conducted with a mixed approach, quasi-experimental design, and descriptive scope. The sample consisted of 75 students distributed across three parallel classes and 6 teachers. For data collection, a questionnaire directed at students, a questionnaire applied to teachers, and a record sheet for academic performance and monitoring the use of artificial intelligence were employed. The results showed a predominance of high levels in the analyzed pedagogical variables, both in student perception and in teacher evaluation, with an emphasis on interaction with content, adaptive learning, motivation, comprehension, and autonomy. In the academic record, the majority of students were placed in the Excellent category, with an average general index of 8.93 out of 10. The findings also showed convergence between the favorable perception of the pedagogical use of these tools and the positive trend observed in academic performance, which allowed for the integration of perceptual and academic evidence into a single line of analysis. It is concluded that intelligent educational assistants strengthen more dynamic, personalized, and favorable learning experiences for academic performance in high school.