Jackson, Emerson Abraham (2025): The Evolving Landscape of Artificial Intelligence on Knowledge Acquisition: An Empirical Assessment.
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Abstract
Artificial Intelligence (AI) is transforming the way individuals engage with information, especially in educational environments where there is an increasing need for tailored, scalable, and effective learning models. This study offers a thorough evaluation of the changing impact of AI on knowledge acquisition, emphasising learners’ adaptability, engagement, and performance. This paper employs a mixed-methods approach with a carefully selected sample size of 150 participants from various academic institutions and learning environments to assess the effectiveness, challenges, and equity dimensions of AI-enabled educational tools. The findings indicate significant enhancements in understanding and memory retention among users of AI platforms, while also highlighting inequalities in access and the necessity for responsible implementation. The research provides practical policy recommendations to facilitate the sustainable integration of AI in knowledge delivery systems.
Item Type: | MPRA Paper |
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Original Title: | The Evolving Landscape of Artificial Intelligence on Knowledge Acquisition: An Empirical Assessment |
English Title: | The Evolving Landscape of Artificial Intelligence on Knowledge Acquisition: An Empirical Assessment |
Language: | English |
Keywords: | Artificial Intelligence, Knowledge Acquisition, Digital Pedagogy, Personalised Learning, Cognitive Enhancement |
Subjects: | C - Mathematical and Quantitative Methods > C3 - Multiple or Simultaneous Equation Models ; Multiple Variables > C38 - Classification Methods ; Cluster Analysis ; Principal Components ; Factor Models D - Microeconomics > D8 - Information, Knowledge, and Uncertainty > D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness I - Health, Education, and Welfare > I2 - Education and Research Institutions > I21 - Analysis of Education O - Economic Development, Innovation, Technological Change, and Growth > O3 - Innovation ; Research and Development ; Technological Change ; Intellectual Property Rights > O33 - Technological Change: Choices and Consequences ; Diffusion Processes |
Item ID: | 125529 |
Depositing User: | Emerson Abraham Jackson |
Date Deposited: | 01 Aug 2025 13:21 |
Last Modified: | 01 Aug 2025 13:21 |
References: | Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign. Jackson, E.A. (2024). The Evolution of Artificial Intelligence: A Theoretical Review of its Impact on Teaching and Learning in the Digital Age, ZBW – Leibniz Information Centre for Economics, Kiel, Hamburg. https://hdl.handle.net/10419/280893. Jackson, E.A. (2021). Economics of Technology Innovation for Sustainable Growth: With Reference to Sub-Saharan Africa (SSA). In: Leal Filho, W., Azul, A.M., Brandli, L., Lange Salvia, A., Wall, T. (eds) Industry, Innovation and Infrastructure. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95873-6_128. Jackson, E.A. (2020). Innovative Educational Technologies for Early-Year Curriculum Delivery: A Theoretical Roadmap for Economies in Sub-Saharan Africa (SSA). Economic Insights – Trends and Challenges, 9(72), 11-21. https://upg-bulletin-se.ro/wp-content/uploads/2020/06/2.Jackson.pdf. Jackson, E.A. Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular comparison. Education and Information Technologies 22, 177–193 (2017). https://doi.org/10.1007/s10639-015-9438-9. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. London: Pearson Education. Nguyen, T., Hoang, H., & Pham, L. (2022). "Bridging the Digital Divide in AI-Education Integration: Evidence from Vietnam", International Journal of Educational Technology, 59(2), pp. 85–104. Piaget, J. (1954). The Construction of Reality in the Child. London: Routledge. Siemens, G. (2005). "Connectivism: A Learning Theory for the Digital Age", International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3–10. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. |
URI: | https://mpra.ub.uni-muenchen.de/id/eprint/125529 |