{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T02:01:22Z","timestamp":1776391282045,"version":"3.51.2"},"reference-count":55,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T00:00:00Z","timestamp":1773100800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T00:00:00Z","timestamp":1773100800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>This study explored the impact of artificial intelligence (AI) tools on student academic performance and satisfaction within the context of higher education. It highlights the potential of AI to personalise learning, enhance digital competencies, and foster critical thinking, while also addressing challenges related to its integration into existing curricula.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>The study aimed to assess the effectiveness of integrating AI\u2010based learning approaches into the educational process.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The methodology involved a sample of 60 students using AI\u2010powered platforms such as Assessment and Learning in Knowledge Spaces (ALEKS) and Tableau and 60 students following a standard curriculum.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The findings indicated that AI tool integration significantly influenced students' academic performance. On average, task completion rates reached 88.75%, while non\u2010completion remained low at 11.25%. The highest performance was observed during reflective sessions, where over 90% of students successfully completed the tasks. This suggests that Learning Analytics tools helped participants better recognise their strengths, develop self\u2010reflection skills, and increase confidence in their knowledge. While working with platforms like ALEKS and Tableau, students demonstrated strong digital competencies and practical skills. Adaptive tasks, in particular, reinforced theoretical knowledge through realistic scenarios. The reasons for task non\u2010completion varied by task type. For instance, when working with ALEKS' personalised modules, students with low motivation or insufficient foundational knowledge encountered difficulties. In group projects involving Tableau, key challenges included handling large datasets and underdeveloped teamwork skills. Regarding critical thinking tasks, students struggled to formulate well\u2010reasoned conclusions by integrating knowledge from different disciplines.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The study confirms that AI integration in education holds great potential, particularly for enhancing academic achievement, digital literacy, and reflective skills. However, to support students in complex aspects of learning, such as analytical thinking and adaptation to new technologies, further improvements in educational programmes are necessary.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70225","type":"journal-article","created":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T23:43:28Z","timestamp":1773186208000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Evaluating the Impact of\n                    <scp>AI<\/scp>\n                    Tools on Academic Performance and Student Satisfaction"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-5586-2779","authenticated-orcid":false,"given":"Zijing","family":"Wu","sequence":"first","affiliation":[{"name":"School of Art and Design, Guilin University of Electronic Technology  Guilin Guangxi People's Republic of China"}]}],"member":"311","published-online":{"date-parts":[[2026,3,10]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.54919\/physics\/55.2024.136sl9"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.3390\/su16031166"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/su16135354"},{"key":"e_1_2_13_5_1","doi-asserted-by":"publisher","DOI":"10.53894\/ijirss.v8i7.10480"},{"key":"e_1_2_13_6_1","doi-asserted-by":"publisher","DOI":"10.14569\/IJACSA.2022.0130937"},{"key":"e_1_2_13_7_1","doi-asserted-by":"publisher","DOI":"10.33386\/593dp.2023.3.1827"},{"key":"e_1_2_13_8_1","doi-asserted-by":"publisher","DOI":"10.4103\/jnsm.jnsm_89_23"},{"key":"e_1_2_13_9_1","doi-asserted-by":"publisher","DOI":"10.9770\/jesi.2020.7.3(66)"},{"issue":"2","key":"e_1_2_13_10_1","first-page":"2842","article-title":"The Impact of AI\u2010Powered Educational Tools on Student Engagement and Learning Outcomes at Higher Education Level","volume":"3","author":"Chaudhary A.","year":"2024","journal-title":"International Journal of Contemporary Issues in Social Sciences"},{"key":"e_1_2_13_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00146\u2010021\u201001259\u20100"},{"key":"e_1_2_13_12_1","doi-asserted-by":"publisher","DOI":"10.3390\/info16020134"},{"key":"e_1_2_13_13_1","doi-asserted-by":"publisher","DOI":"10.22364\/bjmc.2024.12.2.01"},{"key":"e_1_2_13_14_1","doi-asserted-by":"publisher","DOI":"10.32014\/2021.2518\u2010170X.56"},{"key":"e_1_2_13_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2024.e39630"},{"key":"e_1_2_13_16_1","doi-asserted-by":"publisher","DOI":"10.1155\/2024\/8713718"},{"key":"e_1_2_13_17_1","doi-asserted-by":"publisher","DOI":"10.18226\/25253824.v8.n13.08"},{"key":"e_1_2_13_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/2331186x.2023.2287917"},{"key":"e_1_2_13_19_1","unstructured":"Grand View Research.2025.\u201cAI in Education Market Size & Share Industry Report 2030 (by Component Deployment Technology Application End\u2010Use and Region).\u201dhttps:\/\/www.grandviewresearch.com\/industry\u2010analysis\/artificial\u2010intelligence\u2010ai\u2010education\u2010market\u2010report."},{"key":"e_1_2_13_20_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci14121406"},{"key":"e_1_2_13_21_1","doi-asserted-by":"publisher","DOI":"10.70091\/atras\/ai.24"},{"key":"e_1_2_13_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.yjoc.2023.100072"},{"key":"e_1_2_13_23_1","doi-asserted-by":"publisher","DOI":"10.46502\/issn.1856\u20107576\/2023.17.02.11"},{"key":"e_1_2_13_24_1","doi-asserted-by":"crossref","unstructured":"Kaledio P. 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