1

2
3
 Chapter 2

Review of Related Literature

Intelligence (AI) has been increasingly integrated into various aspects of

education, including personalized learning, assessment, and administrative tasks. At Punta

Princesa National High School, examining the impact of AI on student learning outcomes

can provide valuable insights into how these technologies are transforming education at a

new level. Classroom Management AI tools can help in managing classroom behavior by

predicting potential issues and providing strategies to address them. This can create a more

conducive learning environment. This study explores the transformative potential of

Artificial Intelligence (AI) in education by analyzing its impact on student learning outcomes.

Through a comprehensive literature review, the research synthesizes current findings on the

integration of AI in educational settings, examining both the benefits and challenges it

presents. The study explores into AI's role in personalizing learning experiences, enhancing

student engagement, and improving academic performance. Ethical considerations such as

data privacy and algorithmic bias are also assessed. This research also identifies existing

gaps in the literature and suggests avenues for future inquiry, contributing to a deeper

understanding of how AI can be effectively and responsibly integrated into education to

optimize student success. (AL) Powered adaptive learning system can adjust the difficulty

level of course materials to suit individual students ' needs motivating them to learn more,

Academic performance can help student indentify knowledge gaps and provide.

Personalized feedback leading to improved academic performance. Information on the

Problem of AI's Impact on Student Learning Outcomes The integration of Artificial

4
Intelligence (AI) in education has sparked significant debate regarding its impact on student

learning outcomes. While AI has the potential to enhance educational experiences, several

challenges and concers arise like, Equity and Access, not all students have equal access to

technology and AI [Link] Data Privacy and Security the use of AI often involves

collecting and analyzing large amounts of student data, raising concerns about privacy and

the potential misuse of information. Skill Development Over-reliance on AI tools may hinder

the development of critical thinking, creativity, and interpersonal skills in students.

Artificial Intelligence (AI) and robotics are likely to have a significant long-term

impact on higher education (HE). The scope of this impact is hard to grasp partly because

the literature is siloed, as well as the changing meaning of the concepts themselves. Design

fictions that vividly imagine future scenarios of AI or robotics in use offer a means both to

explain and query the technological possibilities. The paper describes the use of a wide-

ranging narrative literature review to develop eight such design fictions that capture the

range of potential use of AI and robots in learning, administration and research. They prompt

wider discussion by instantiating such issues as how they might enable teaching of high

order skills or change staff roles, as well as exploring the impact on human agency and the

nature of datafication. The potential of Artificial Intelligence (AI) and robots to reshape our

future has attracted vast interest among the public, government and academia in the last

few years. As in every other sector of life, higher education (HE) will be affected, perhaps in

a profound way (Bates et al., 2020; DeMartini and Benussi, 2017). HE will have to adapt to

educate people to operate in a new economy and potentially for a different way of life. AI and

robotics are also likely to change how education itself works, altering what learning is like,

5
the role of teachers and researchers, and how universities work as institutions. However, the

potential changes in HE are hard to grasp for a number of reasons. One reason is that impact

is, as Clay (2018) puts it, “wide and deep” yet the research literature discussing it is siloed.

AI and robotics for education are separate literatures, for example. AI for education, learning

analytics (LA) and educational data mining also remain somewhat separate fields.

Applications to HE research as opposed to learning, such as the robot scientist concept or

text and data mining (TDM), are also usually discussed separately. Thus if we wish to grasp

the potential impact of AI and robots on HE holistically we need to extend our vision across

the breadth of these diverse literatures. A further reason why the potential implications of AI

and robots for HE are quite hard to grasp is because rather than a single technology,

something like AI is an idea or aspiration for how computers could participate in human

decision making. Faith in how to do this has shifted across different technologies over time;

as have concepts of learning (Roll and Wylie, 2016). Also, because AI and robotics are ideas

that have been pursued over many decades there are some quite mature applications:

impacts have already happened. Equally there are potential applications that are being

developed and many only just beginning to be imagined. So, confusingly from a temporal

perspective, uses of AI and robots in HE are past, present and future. Although hard to fully

grasp, it is important that a wider understanding and debate is achieved, because AI and

robotics pose a range of pedagogic, practical, ethical and social justice challenges. A large

body of educational literature explores the challenges of implementing new technologies in

the classroom as a change management issue (e.g. as synthesised by Reid, 2014).

Introducing AI and robots will not be a smooth process without its challenges and ironies.

6
There is also a strong tradition in the educational literature of critical responses to

technology in HE. These typically focus on issues such as the potential of technology to

dehumanise the learning experience. They are often driven by fear of commercialisation or

neo-liberal ideologies wrapped up in technology. Similar arguments are developing around

AI and robotics. There is a particularly strong concentration of critique around the

datafication of HE. Thus the questions around the use of AI and robots are as much about

what we should do as what is possible (Selwyn, 2019a). Yet according to a recent literature

review most current research about AI in learning is from computer science and seems to

neglect both pedagogy and ethics (Zawacki-Richter et al., 2019). Research on AIEd has also

been recognised to have a WEIRD (western, educated, industrialized, rich and democratic)

bias for some time (Blanchard, 2015). One device to make the use of AI and robots more

graspable is fiction, with its ability to help us imagine alternative worlds. Science fiction has

already had a powerful influence on creating collective imaginaries of technology and so in

shaping the future (Dourish and Bell, 2014). Science fiction has had a fascination with AI and

robots, presumably because they enhance or replace defining human attributes: the mind

and the body.

Artificial Intelligence (AI) has been increasingly integrated into educational

settings, transforming traditional teaching and learning processes. This review explores the

impact of AI on student learning outcomes, particularly at Punta Princesa National High

School (PPNHS). AI at Punta Princesa National High School (PPNHS) PPNHS has

implemented AI-driven educational tools to support student learning outcomes. The

school's Learning Recovery and Continuity Plan highlights the integration of technology to

7
enhance teaching and learning. The integration of AI in education has the potential to

significantly improve student learning outcomes by providing personalized learning

experiences, immediate feedback, and enhanced engagement. However, it is essential to

address challenges related to data privacy and over-reliance on AI to ensure the responsible

and effective use of these technologies in educational settings. This review provides a

comprehensive understanding of the impact of AI on student learning outcomes, with a

focus on PPNHS. Future research should continue to explore the benefits and challenges of

AI in education to optimize its integration and maximize student success. Artificial

intelligence is transforming numerous industries and aspects of life, from healthcare and

finance to education and transportation, with its potential to automate tasks, enhance

decision-making, and improve overall efficiency. The rapid advancement of artificial

intelligence is opening up new possibilities for innovation and growth, but also raises

important questions about job displacement, bias, and the need for ethical guidelines. As

artificial intelligence continues to evolve, it is likely to have a profound impact on the future

of work, education, and society as a whole, requiring humans to adapt and develop new

skills.

Artificial intelligence (AI) systems offer effective support for online learning and

teaching, including personalizing learning for students, automating instructors’ routine

tasks, and powering adaptive assessments. However, while the opportunities for AI are

promising, the impact of AI systems on the culture of, norms in, and expectations about

interactions between students and instructors are still elusive. In online learning, learner–

instructor interaction (inter alia, communication, support, and presence) has a profound

8
impact on students’ satisfaction and learning outcomes. Thus, identifying how students

and instructors perceive the impact of AI systems on their interaction is important to

identify any gaps, challenges, or barriers preventing AI systems from achieving their

intended potential and risking the safety of these interactions. To address this need for

forward-looking decisions, we used Speed Dating with storyboards to analyze the

authentic voices of 12 students and 11 instructors on diverse use cases of possible AI

systems in online learning. Findings show that participants envision adopting AI systems

in online learning can enable personalized learner–instructor interaction at scale but at

the risk of violating social boundaries. Although AI systems have been positively

recognized for improving the quantity and quality of communication, for providing just-in-

time, personalized support for large-scale settings, and for improving the feeling of

connection, there were concerns about responsibility, agency, and surveillance issues.

These findings have implications for the design of AI systems to ensure explainability,

human-in-the-loop, and careful data collection and presentation. Overall, contributions of

this study include the design of AI system storyboards which are technically feasible and

positively support learner–instructor interaction, capturing students’ and instructors’

concerns of AI systems through Speed Dating, and suggesting practical implications for

maximizing the positive impact of AI systems while minimizing the negative ones. The

impact of AI on student school performance indicates that while AI can significantly

enhance learning outcomes through personalized experiences and immediate feedback,

over-reliance can negatively affect critical thinking, creativity, and independent learning

abilities. Although AI systems improve instructional communication due to the anonymity

it can provide for students, students were concerned about responsibility issues that could

9
arise when AI’s unreliable and unexplained answers lead to negative consequences. For

instance, when communicating with an AI Teaching Assistant, the black-box nature of the

AI system leaves no choices for students to check whether the answers from AI are right

or wrong (Castelvecchi, 2016). Accordingly, students believe they would have a hard time

deciphering the reasoning behind an AI’s answer. This can result in serious responsibility

issues if students apply an AI’s answers to their tests but instructors mark them as wrong.

As well, students would find more room to argue for their marks because of AI’s

unreliability. Acknowledging that AI systems cannot always provide the right answer, a

potential solution to this problem is to ensure the system is explainable. Explainability

refers to the ability to offer human-understandable justifications for the AI’s output or

procedures (Gunning, 2017).

The impact of artificial intelligence on education and on students is

multifaceted, revolutionizing their educational journey. Personalized learning, facilitated

by AI algorithms, tailors educational content to individual needs, enhancing understanding

and engagement. Virtual tutors powered by AI offer immediate support, promoting

independent learning and critical thinking. AI-driven content creation, including

simulations and virtual labs, makes learning more immersive and enjoyable. Students

gain exposure to advanced technologies, preparing them for a technology-centric future

workforce. However, challenges like data privacy concerns and potential overreliance on

technology need careful consideration. The positive impact of AI on students includes

personalized instruction, enhanced critical thinking skills, and better preparation for the

evolving demands of the digital age, contributing to a more dynamic and adaptive

educational experience. However, responsible implementation and addressing ethical

10
considerations are crucial to maximize the benefits of AI and mitigate potential drawbacks,

ensuring a positive and equitable impact on students’ overall learning and development.

The impact of AI on students is nuanced, encompassing both positive and potentially

concerning aspects. On the positive side, AI facilitates personalized learning, tailoring

educational content to individual student needs, fostering deeper understanding and

engagement. Virtual tutors and AI-driven tools offer real-time support, enhancing critical

thinking skills and independent learning. However, when it comes to negative effects of

artificial intelligence in education, concerns arise regarding data privacy, as AI systems

handle sensitive student information. The potential for algorithmic biases in AI

assessments raises ethical considerations. Overreliance on technology may also hinder

the development of essential non-cognitive skills and human interactions crucial for social

and emotional development. Ultimately, whether AI is considered good or bad for students

depends on responsible implementation, ethical considerations, and a balanced

approach. When utilized thoughtfully, AI can enhance the learning experience, providing

valuable support and personalized instruction. Yet, vigilance is crucial to address potential

risks and ensure that AI serves as a positive force in education, promoting equitable

access, student well-being, and the cultivation of diverse skills essential for success in

the digital age.

The increasing use of artificial intelligence (AI) in higher education is reshaping

how students engage with their academic and personal lives. However, the impact of AI

on students’ well-being remains underexplored. This mini-review synthesizes current

literature to assess how AI affects student well-being, focusing on mental health, social

interactions, and academic experiences. While AI offers benefits such as personalized

11
learning, mental health support, and improved communication efficiency, it also raises

concerns regarding digital fatigue, loneliness, technostress, and reduced face-to-face

interactions. Over-reliance on AI may diminish interpersonal skills and emotional

intelligence, leading to social isolation and anxiety. Furthermore, issues such as data

privacy and job displacement emerge as AI technologies permeate educational

environments. The review highlights the need for balanced AI integration that supports

both academic success and student well-being, advocating for further empirical studies

to comprehensively understand these dynamics. As AI becomes more embedded in

education, it is crucial to develop strategies that mitigate its negative effects while

promoting holistic well-being among students. The rapid integration of artificial

intelligence (AI) into higher education is reshaping how students engage with academic

content and spend their free time, yet its impact on their well-being remains

underexplored. Despite the growing use of AI in both academic tasks and personal

activities, empirical studies on its effects on student well-being are notably scarce. This

study addresses this gap by conducting a mini-review that seeks to synthesize the limited

experimental and empirical evidence available on this critical issue. While the small

number of studies reflects the early stages of research in this field, it is vital to establish

a clear understanding of what is currently known. By doing so, this mini-review lays the

groundwork for future empirical investigations, highlighting the importance of exploring

how AI affects students’ mental health, social interactions, and overall well-being in higher

education. Conducting this review is timely and necessary to create a foundation for

further research, ensuring that the impact of AI on students is examined comprehensively

as its use continues to expand. The increasing use of artificial intelligence (AI) in higher

12
education is reshaping how students engage with their academic and personal lives.

However, the impact of AI on students’ well-being remains underexplored. This mini-

review synthesizes current literature to assess how AI affects student well-being, focusing

on mental health, social interactions, and academic experiences. While AI offers benefits

such as personalized learning, mental health support, and improved communication

efficiency, it also raises concerns regarding digital fatigue, loneliness, technostress, and

reduced face-to-face interactions. Over-reliance on AI may diminish interpersonal skills

and emotional intelligence, leading to social isolation and anxiety. Furthermore, issues

such as data privacy and job displacement emerge as AI technologies permeate

educational environments. The review highlights the need for balanced AI integration that

supports both academic success and student well-being, advocating for further empirical

studies to comprehensively understand these dynamics. As AI becomes more embedded

in education, it is crucial to develop strategies that mitigate its negative effects while

promoting holistic well-being among students. The rapid integration of artificial

intelligence (AI) into higher education is reshaping how students engage with academic

content and spend their free time, yet its impact on their well-being remains

underexplored. Despite the growing use of AI in both academic tasks and personal

activities, empirical studies on its effects on student well-being are notably scarce. This

study addresses this gap by conducting a mini-review that seeks to synthesize the limited

experimental and empirical evidence available on this critical issue. While the small

number of studies reflects the early stages of research in this field, it is vital to establish

a clear understanding of what is currently known. By doing so, this mini-review lays the

groundwork for future empirical investigations, highlighting the importance of exploring

13
how AI affects students’ mental health, social interactions, and overall well-being in higher

education. Conducting this review is timely and necessary to create a foundation for

further research, ensuring that the impact of AI on students is examined comprehensively

as its use continues to expand.

Theoritical Framework

Technological singularity refers to a theoretical future event where rapid

technological innovation leads to the creation of an uncontrollable superintelligence that

transforms civilization as we know it. Machine intelligence becomes superior to that of

humans, resulting in unforeseeable outcomes. According to John von Neumann, pioneer

of the singularity concept, if machines were able to achieve singularity, then “human

affairs, as we know them, could not continue.” Exactly how or when we arrive at this era

is highly debated. Some futurists regard the singularity as an inevitable fate, while others

are in active efforts to prevent the creation of a digital mind beyond human oversight.

Currently, policymakers across the globe are brainstorming ways to regulate AI

developments. The integration of AI in education aligns seamlessly with constructivist

learning theory, emphasising the importance of active engagement and knowledge

construction by learners (Blikstein & Worsley, 2016; Siemens & Long, 2011). AI

technologies can serve as facilitators of active learning by providing interactive, problem-

solving scenarios and simulations. For instance, Intelligent Tutoring Systems (ITS)

powered by AI can offer immediate feedback, adaptive assessments, and scaffolded

learning experiences, allowing students to actively participate in the learning process

(Anderson et al., 1995). This aligns with the principles of constructivism, where learners

build their understanding through exploration and collaboration. Contemporary research

14
highlights the effectiveness of AI in promoting active learning, emphasising its role in

creating dynamic educational environments that encourage students to construct

meaning through hands-on experiences (Chan, 2015). Constructivist principles also

underscore the importance of personalised learning, recognising the diversity of learners

and their unique cognitive processes (Dede, 2010). AI in education excels at creating

personalised learning environments by adapting content and instructional strategies

based on individual student needs (Russel & Norvig, 2010). Machine learning algorithms

analyse student data to identify strengths, weaknesses, and learning preferences,

tailoring educational materials accordingly. This individualisation of learning experiences

fosters a more student-centric approach, where learners have the autonomy to explore

topics at their own pace. Research in this domain underscores the positive impact of

personalised learning environments on student motivation, engagement, and knowledge

acquisition, reinforcing the constructivist tenet that learners actively shape their

understanding of the material (Siemens, 2005).

In Artificial Intelligence Theory it reviews the history of the development of

artificial intelligence (AI) clearly reveals that brain science has resulted in breakthroughs

in AI, such as deep learning. At present, although the developmental trend in AI and its

applications has surpassed expectations, an insurmountable gap remains between AI

and human intelligence. It is urgent to establish a bridge between brain science and AI

research, including a link from brain science to AI, and a connection from knowing the

brain to simulating the brain. The first steps toward this goal are to explore the secrets of

brain science by studying new brain-imaging technology; to establish a dynamic

connection diagram of the brain; and to integrate neuroscience experiments with theory,

15
models, and statistics. Based on these steps, a new generation of AI theory and methods

can be studied, and a subversive model and working mode from machine perception and

learning to machine thinking and decision-making can be established. This article

discusses the opportunities and challenges of adapting brain science to AI.

Technology Acceptance Model shows the acceptance and the use of information

technologies can bring immediate and long-term benefits at organisational and individual

levels, such as improved performance, financial and time efficiency and convenience

(Foley Curley, 1984; Sharda, Barr & McDonnell, 1988). The potential of technology to

deliver benefits has long motivated IS management research to examine the willingness

of individuals to accept innovative technology (Davis, 1989). The research on the

adoption of technology became of primary importance in the 1980s, which coincided with

the growth of the use of personal computers. However, a major stumbling stone at the

development of the research on the adoption of personal computing was the lack of

empirical insight into users’ responses to the information system performance. Before the

development of TAM, various technological and organisational perspectives had aimed

to advance IS-related research (e.g. (Benbasat, Dexter & Todd, 1986; Robey & Farrow,

1982; Franz & Robey, 1986)). Research had emphasised the importance of factors such

as users’ involvement in the design and implementation of information systems (Robey &

Farrow, 1982; Franz & Robey, 1986). A second stream of research had been underpinned

by the practitioners’ focus on the development of information systems, especially when it

came to evaluating and refining system design and characteristics (Gould & Lewis, 1985;

Good et al., 1986). Those studies had widely used subjective performance perception

scales but neglected the validation of the quality of those measures. As a result, the

16
correlation of those subjective measures with actual use had not been sufficiently

significant to confirm their internal and external validity (De Sanctis, 1983; Ginzberg,

1981; Schewe, 1976; Srinivasan, 1985). Hence, there was a need to develop reliable

measures to investigate attitudinal factors mediating the relationship between IS

characteristics and system use. The Theory of Reasoned Action (TRA), developed by

Ajzen and Fishbein (Ajzen, 2011) was used to predict the attitudinal underpinnings of

behaviours across a wide range of areas. However, the generic nature of TRA stimulated

a great deal of discussion on the theoretical limitations of the application of the model in

the IS field (Davis, Bagozzi & Warshaw, 1989; Bagozzi, 1981). The model did not measure

variables specific to technology use. Hence, researchers had to identify the factors salient

to the utilisation of technology and information systems. To address the limitations related

to the lack of a theoretical model and scales to measure the acceptance of technology,

Davis (Davis, 1989) developed the technology acceptance model (TAM) based on TRA.

The model’s underpinning logic was that in the context of technology utilisation,

behavioural intention was not shaped by a generic attitude toward behavioural intention,

but specific beliefs related to technology use. The goal of TAM was to become the

framework for examining a wide range of behaviours of technology users while

maintaining a parsimonious approach (Davis, 1989).

17
Definition of Terms

ARTIFICIAL INTELLIGENCE (AI): The development of computer systems that can

perform tasks that typically require human intelligence.

UNPRECEDENTED-never done or known before

SWIFTLY- is an adverb that means quickly, immediately or with great speed

CONDUCIVE-making a certain situations or outcome likely or possible

QUERY-to ask questions, especially in order to check if something is true or correct

PEDAGOGIC-means relating to the methods and theory of teaching

DEHUMANISE- deprive of positive human qualities

UNFORESEEABLE-not able to be anticipated or predicted

PARSIMONIOUS-unwilling to spend money or use resources

ATTITUDINAL-means relating to,based on or showing a person's feeling's or opinions

ACQUISITION-the process of obtaining something or the thing that is obtained

INSURMOUNTABLE-too great to be overcome

NEUROSCIENCE-A scientific study of nervous system including its structure, function

and development

SUBVERSIVE-seeking or intended to subvert an established system or institution

18
SILOED-(of a system, process, department, etc.) isolated from others

PERMEATE-spread throughout (something); pervade

EMBEDDED-existing or firmly attached within something or under a surface

EMPIRICAL-based on, concerned with, or verifiable by observation or experience rather

than theory or pure logic.

SYNTHESIZES-process of combining information from multiple sources to create a new

understanding or interpretation

ETHICAL-relating to moral principles or the branch of knowledge dealing with these.

OVER-RELIANCE-the act or state of relying on something or someone too much

HINDER-to make something more difficult or to prevent something from happening

GRASP-the act of seizing or holding something firmly with the hand, or to a performance

assessment model.

SILOED-(of a system, process, department, etc.) isolated from others.

VIVIDLY-in a way that produces powerful feelings or strong, clear images in the mind.

INSTANTIATING-most simply understood to mean "exemplification," or "the ideal

example or representation,"

LEARNING ANALYTICS(LA)-the process of collecting, analyzing, and reporting data

about learners and their learning environments.

19
HIGHER EDUCATION(HE)-education that takes place after secondary school, and is

also known as post-secondary education

PEDADOGY-the method and practice of teaching, especially as an academic subject or

theoretical concept.

FASCINATION-the state of being intensely interested (as by awe or terror)

ELUSIVE-difficult to describe, find, achieve, or remember

AI-DRIVEN-means a process that uses artificial intelligence (AI) to perform tasks.

LEVERAGING-to use something that you already have in order to achieve something

new or better

CURRICULA- a course of study, or a set of lessons and materials used to teach a subject.

INEVITABLE FATE- it is certain to happen and cannot be prevented or avoided.

KNOWLEDGE ACQUISITION-the process of learning and organizing new information

from various sources.

CONSTRUCTIVIST TUNET-the process of learning and organizing new information

from various sources.

20
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