This study investigated the impact of AI integration, specifically ChatGPT, on personalized learning involving 785 college students in the Philippines who took the online survey. Utilizing regression analysis and an Omnibus ANOVA test, the study examined the influence of AI Integration alongside demographic variables such as age, sex, educational level, and type of school on personalized learning. Results indicate that AI integration can explain a substantial portion of the variability in personalized learning outcomes (approximately 88.54%). Specifically, ChatGPT demonstrates a significant positive effect on personalized learning, suggesting that as ChatGPT integration increases, personalized learning experiences also increase. However, demographic variables such as age, sex, educational level, and type of school show minimal effects on personalized learning outcomes, except for a potential trend for higher scores in private universities and colleges compared to state universities and colleges. These findings underscore the pivotal role of AI technologies, like ChatGPT, in enhancing personalized learning experiences while highlighting the need for further exploration of contextual factors influencing educational outcomes. The implications extend beyond the study to offer insights for educational stakeholders and policymakers, emphasizing the potential benefits of AI-driven personalized learning initiatives. However, limitations such as sample characteristics, measurement bias, and technology accessibility should be addressed in future research endeavors to maximize the benefits of AI integration in education.
AI integration, ChatGPT, flow experience, learning engagement, personalized learning, quality of learning
Iris Jane G. Agbong-Coates. Mati Polytechnic College Inc. Email: i_coates@yahoo.com
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Cite this article:
Agbong-Coates, I.J.G. (2024). ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study. International Journal of Educational Management and Development Studies, 5 (2), 165-186. https://doi.org/10.53378/353067
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