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eISSN: 2581-9615 || CODEN: WJARAI || Impact Factor 8.2 ||  CrossRef DOI

Research and review articles are invited for publication in April 2026 (Volume 30, Issue 1) Submit manuscript

AI-driven adaptive learning platforms: Enhancing educational outcomes for students with special needs through user-centric, tailored digital tools

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  • AI-driven adaptive learning platforms: Enhancing educational outcomes for students with special needs through user-centric, tailored digital tools

Ayobami O Ayeni 1, *, Rodney E Ovbiye 2, Ayomide S Onayemi 2 and Kayode E Ojedele 2

1 Department of Computer Science, University of Illinois Springfield. Springfield Illinois.
2 Department of Management Information Systems, University of Illinois Springfield. Springfield Illinois.
 
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(03), 2253-2265
Article DOI: 10.30574/wjarr.2024.22.3.0843
DOI url: https://doi.org/10.30574/wjarr.2024.22.3.0843
 
Received on 09 April 2024; revised on 25 June 2024; accepted on 28 June 2024
 
The inclusion of AI powered adaptive learning systems in education systems can transform the learning experience of every learner. Especially, students with disabilities can benefit immensely from this technology. These platforms employ machine learning models, natural language understanding, and real time data processing to generate and deliver lessons, provide feedback, and assist learners in the most effective way. This paper addresses the consequences of using AI powered adaptive learning tools on educational outcomes and engagement for learners with disabilities. It aims to show how personalized interventions that enhance accessibility, cognitive development, and learning outcomes are achieved. The study uses data from user's interaction pattern, provided workload during the training, and the user's mental processes to define the processes that increase the efficiency of these systems. The results AI powered adaptive learning systems help achieve higher engagement, understanding, and memory in all students with learning disabilities, thereby lessening the educational gap between them and their peers. This study supports the necessity of and puts forth some elements of an inclusive AI design. Further work can incorporate ethical AI governance, multi-disciplinary approaches and design driven by users, to address the needs of students with disabilities in relation to adaptive learning systems. AI-powered adaptive learning platforms hold immense potential to create more inclusive, personalized, and effective learning environments for students with disabilities. 
 
Adaptive learning; AI in education; Personalized learning; Machine learning
 
https://wjarr.com/sites/default/files/fulltext_pdf/WJARR-2024-0843.pdf

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Ayobami O Ayeni, Rodney E Ovbiye, Ayomide S Onayemi and Kayode E Ojedele. AI-driven adaptive learning platforms: Enhancing educational outcomes for students with special needs through user-centric, tailored digital tools. World Journal of Advanced Research and Reviews, 2024, 22(3), 2253-2265. Article DOI: https://doi.org/10.30574/wjarr.2024.22.3.0843

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