Vol.14, No.1, February 2025.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

An Investigation into ChatGPT-Enhanced Adaptive E-learning Systems

Mohammad T. Alshammari

© 2025 Mohammad T. Alshammari, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 14, Issue 1, Pages 502-510, ISSN 2217-8309, DOI: 10.18421/TEM141-45, February 2025.

Received: 19 June 2024.

Revised: 08 December 2024.
Accepted: 09 January 2025.
Published: 27 February 2025.

Abstract:

Artificial intelligence tools like ChatGPT can impact an individual's cognitive processes, such as thinking, learning, and problem-solving. Recent studies have explored ChatGPT in education, but they mainly rely on educator and learner surveys for feedback and report qualitative data findings. There is also a lack of controlled experiments measuring the effect of integrating ChatGPT into Adaptive E-learning Systems (AESs) on learning. This paper aims to fill this research gap by evaluating AESs incorporating ChatGPT on learning outcomes and learner satisfaction. A framework for ChatGPT-enhanced AESs was proposed. An AES was developed based on this framework and served as the primary learning platform in a controlled experiment to teach Java programming. The experiment involved 54 male first-year undergraduate students majoring in Business Administration and primarily focused on evaluating learning outcomes and learner satisfaction. The results indicated that the AES with ChatGPT led to better outcomes and higher learning satisfaction than the AES without ChatGPT. This paper discusses these findings and suggests future research directions.

Keywords – ChatGPT, e-learning, education, artificial intelligence, feedback, adaptive learning.

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