Các yếu tố ảnh hưởng đến kết quả học tập của sinh viên trong giáo dục cá nhân hóa được hỗ trợ bởi trí tuệ nhân tạo tại Việt Nam
Tóm tắt
Artificial intelligence is creating new opportunities for personalized learning in higher education, yet empirical evidence from developing countries remains limited. This study examined factors associated with student learning outcomes in AI-powered personalized education in Vietnam. Data were collected from 562 university students and analyzed using exploratory factor analysis and hierarchical OLS regression. The results showed that the proposed model explained 46.8% of the variance in students’ GPA. Personalized learning content emerged as the strongest factor associated with GPA, followed by AI literacy and personalized feedback. Learning autonomy and personalized learning pathways were also positively associated with academic performance. In contrast, trust in AI was not significantly associated with GPA after controlling for other factors. The findings suggest that effective personalized learning depends not only on technological availability but also on students’ ability to use AI and benefit from adaptive learning support. The study contributes empirical evidence to the growing literature on AI-powered personalized education and provides implications for higher education institutions in Vietnam.
Tài liệu tham khảo
Abrar, M., Aboraya, W., Khaliq, R. A., Subramanian, K. P., Al Husaini, Y., & Al Hussaini, M. (2025). AI-Powered Learning Pathways: Personalized Learning and Dynamic Assessments. International Journal of Advanced Computer Science & Applications, 16(1).
Adayilo, D. M., Oyefolahan, I. O., Ndunagu, J. N., Otuya, C., Malcalm, E., & Twabu, K. (2025). AI-Powered Tutoring Systems for Personalised Learning Feedback in Developing Secondary Education Contexts. Journal of Future Artificial Intelligence and Technologies, 2(4), 549-564.
Alam, M. N., Islam, M. A., Babiker, M. O., Siddiqui, M. S., Amin, M. B., & Oláh, J. (2026). AI-assisted learning tools and student learning outcomes: A cognitive load theory perspective. Computers in Human Behavior Reports, 21, 100986.
Ali, S. R., Uddin, S. Z., Faraz, M., & Shuja, T. B. (2025). AI-Driven personalized learning in entrepreneurship education. Academy of Education and Social Sciences Review, 5(1), 88-103.
Amoako, K., Asante, A., & Owusu, K. (2024). AI-powered tools for personalized learning in educational technology. International Journal of Technology and Modeling, 3(1), 46-56.
Ayeni, O. O., Al Hamad, N. M., Chisom, O. N., Osawaru, B., & Adewusi, O. E. (2024). AI in education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews, 18(2), 261-271.
Baltezarević, R., & Baltezarević, I. (2024). Students’ attitudes on the role of artificial intelligence (AI) in personalized learning. International Journal of Cognitive Research in Science, Engineering and Education, 12(2), 387-397.
Batool, S., Khan, S. H., Jogezai, Y., & Mullazai, S. (2025). AI-Based Personalized Education: Exploring the Psychological Determinants of Student Achievement and Persistence. The Critical Review of Social Sciences Studies, 3(4), 854-867.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Deckker, D., Sumanasekara, S., & Fakhrou, A. (2025). AI-Powered Personalised Learning: Promise and Pitfalls. World Journal of Advanced Research and Reviews, 26(3), 2081-2095.
Ifenthaler, D., Mah, D. K., & Yau, J. Y. K. (2020). Utilising learning analytics for study success: Reflections on current empirical findings. In Utilizing learning analytics to support study success (pp. 27-36). Cham: Springer International Publishing.
Jian, J. Y., Bisantz, A. M., & Drury, C. G. (2000). Foundations for an empirically determined scale of trust in automated systems. International journal of cognitive ergonomics, 4(1), 53-71.
Kanthimathi, S., Nanda, P., Venkatraman, S., Renganayagan, V., & Eswaran, S. (2025). Transforming education through AI-Powered personalized assessment models. In Adopting Artificial Intelligence Tools in Higher Education (pp. 136-154). CRC Press.
Katiyar, N., Awasthi, M. V. K., Pratap, R., Mishra, M. K., Shukla, M. N., Tiwari, M., & Singh, R. (2024). AI-driven personalized learning systems: Enhancing educational effectiveness. Educational Administration: Theory and Practice, 30(5), 11514-11524.
Lakshmi, K., Khan, S., Kumar, P. A., Wagh, V., & Vasanti, G. (2024). AI-Powered learning analytics: transforming educational outcomes through ICT integration. Library of Progress-Library Science, Information Technology & Computer, 44(3), 17910-17919.
Li, F., & Mohammad, M. (2025). Artificial intelligence and education in China: Exploring the future of personalized learning and its social implications. Uniglobal Journal of Social Sciences and Humanities, 4(1), 216-222.
Marengo, A., Karaoglan-Yilmaz, F. G., Yılmaz, R., & Ceylan, M. (2025). Development and validation of generative artificial intelligence attitude scale for students. Frontiers in Computer Science, 7, 1528455.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082-1104.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.
Rekha, K., Gopal, K., Satheeskumar, D., Anand, U. A., Doss, D. S. S., & Elayaperumal, S. (2024, May). AI-powered personalized learning system design: Student engagement and performance tracking system. In 2024 4th International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE) (pp. 1125-1130). IEEE.
Saleem, S., Aziz, M. U., Iqbal, M. J., & Abbas, S. (2025). AI in education: Personalized learning systems and their impact on student performance and engagement. The Critical Review of Social Sciences Studies, 3(1), 2445-2459.
Saragih, R. I. E. (2024). AI-powered education: Transforming learning through personalized and scalable solutions. International Journal of Information System and Innovative Technology, 3(2), 1-9.
Soliman, M., Ali, R. A., Mahmud, I., & Noipom, T. (2025). Unlocking AI-powered tools adoption among university students: a fuzzy-set approach. Journal of Information and Communication Technology, 24(1), 1-28.
Sumathy, V., & Navamani, G. (2024). AI-Driven Personalized Learning: Enhancing Student Success through Adaptive Technologies. Library of Progress-Library Science, Information Technology & Computer, 44(3).
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view1. MIS Quarterly, 27(3), 425-478.
Võ Phương Uyên, Lê Thị Thanh Tịnh (2026). Năng lực số, hiểu biết trí tuệ nhân tạo và khả năng có việc làm của sinh viên Việt Nam: Tổng quan hệ thống giai đoạn 2019-2025. Tạp chí Giáo dục 26(9), 1-7. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/5690
Walkington, C. A. (2013). Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932.
Yan, L., Suleman Abdullah Alwabel, A., & Mohamad, U. H. (2025). AI‐Powered Education: Transforming Teacher‐Student Interactions and Advancing Sustainable Learning Practices. European Journal of Education, 60(4), e70351.
Yurt, E. (2024). AI-Powered Personalized Education: Impacts on Student Achievement and Future Perspectives. International Society for Technology, Education, and Science.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
