AI Assistant in Mobile Educational Applications

The rapid development of mobile technologies and artificial intelligence (AI) has significantly transformed the organization of independent learning activities in the environment of education seekers. The aim of the study was to empirically evaluate the effects of integrating AI assistants into mobile educational applications. Using a quasi-experimental design with pretest/posttest, 180 university students were divided into three groups (with adaptive AI feedback (EG1), with standardized AI feedback (EG2) and without AI support (CG)). Over eight weeks, academic performance (ANCOVA), learning autonomy on the SRLS scale (mixed ANOVA), and engagement and motivation on the SES and IMI scales (MANOVA) were measured. The results confirmed that both groups with AI demonstrated statistically significantly higher indicators on all three dimensions compared to the control group. No significant differences were found between adaptive and standardized feedback, indicating that the presence of AI support was the deciding factor.