AI-Driven Personalization 2.0: Hyper-Personalized Journeys for Every Student Type
DOI:
https://doi.org/10.63282/3050-9262.IJAIDSML-V5I1P114Keywords:
AI-Driven Personalization, Hyper-Personalized Learning, Adaptive Learning Systems, Learning Analytics, Generative AI in Education, Student Engagement, Ethical AI in Higher EducationAbstract
AI-driven personalization in higher education has progressed beyond static recommendation systems toward intelligent, context-aware learning ecosystems capable of delivering hyper-personalized student journeys. This paper presents AI-Driven Personalization 2.0, a comprehensive framework that integrates learning analytics, machine learning, deep learning, and generative AI to adapt learning paths, content, assessments, and support mechanisms for diverse student types. By leveraging multidimensional learner profiles that combine academic performance, behavioral engagement, learning preferences, and contextual factors, the proposed approach enables continuous and data-driven personalization across the student lifecycle. The framework emphasizes dynamic student profiling, context-aware decision intelligence, and feedback-driven adaptation, allowing personalization strategies to evolve in response to real-time learner behavior. Experimental evaluations conducted in 2024 demonstrate significant improvements in learner engagement, academic performance, and retention when compared with traditional and non-adaptive digital learning systems. Results indicate notable increases in learning duration, questioning frequency, and skill acquisition rates across both high-performing and at-risk student groups. To ensure responsible deployment, the proposed model incorporates ethical AI principles, including transparency, privacy preservation, bias mitigation, and human-in-the-loop governance. The findings suggest that AI-Driven Personalization 2.0 offers a scalable and inclusive pathway for institutions seeking to address learner diversity while enhancing educational effectiveness. This work contributes both a conceptual architecture and empirical evidence supporting the transformative potential of hyper-personalized learning in modern higher education environments
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