The Role of Artificial Intelligence in Advancing E-Learning
A Comprehensive Systematic Literature Review
DOI:
https://doi.org/10.61704/pr.706Keywords:
Artificial Intelligence, E-Learning, Machine Learning, Deep Learning, Educational TechnologyAbstract
This The integration of Artificial Intelligence (AI) into e-learning environments has emerged as one of the most transformative developments in contemporary educational technology. This systematic literature review synthesizes findings from five primary studies published between 2022 and 2025, examining the multifaceted role of AI in personalizing learning experiences, enhancing adaptive assessment, supporting emotional and psychological states of learners, and addressing the challenges associated with ethical deployment of intelligent systems. The review identifies three overarching themes; AI-driven personalization and adaptive learning pathways; the recognition and management of learners' emotional and psychological states through machine learning and deep learning algorithms; and the ethical, privacy, and fairness challenges inherent in AI-powered educational platforms. Findings reveal that algorithms such as Support Vector Machines (SVM), Convolutional Neural Networks (CNN), Bidirectional Long Short-Term Memory (BiLSTM), and Collaborative Filtering consistently improve learning outcomes when appropriately applied. Simultaneously, concerns regarding data privacy, algorithmic bias, and the digital divide necessitate robust governance frameworks. The review concludes with recommendations for future research directions and policy implications for educators, technologists, and policymakers.
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Copyright (c) 2026 Yazen N. Mahmood, Ziad A. Saeed
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2025 by the authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). You may not alter or transform this work in any way without permission from the authors. Non-commercial use, distribution, and copying are permitted, provided that appropriate credit is given to the authors and Al-Hadba University.
