Artificial intelligence (AI)-enhanced technologies are increasingly being researched and applied in learning and instruction. Previous studies have demonstrated the growing influence of AI tools in improving learning outcomes and transforming the educational landscape. However, limited research has explored learners’ engagement with AI resources to support self-directed learning, and no comprehensive review exists in this context. This study conducts a systematic review to examine the potential directions underlying the use of AI-enabled resources to assist learners in self-directed learning. The review targeted articles from high-profile databases such as Web of Science and ScienceDirect. A range of AI resources, including intelligent tutoring systems and conversational agents, were identified in the reviewed articles for their roles in providing personalized learning support, question-answering assistance, timely feedback, action recommendations, and interactive learning experiences that foster self-directed learning aspirations. The review also demonstrated that AI-supported self-directed learning can have a positive effect on the satisfaction of learners’ autonomy and competence needs. Besides that, prior knowledge of the learners acts as a facilitator for the continued use of AI resources, thereby positively affecting the outcomes of self-directed learning. Although AI in education is still a rare research field, future studies should focus, for example, on the use of concrete AI tools, such as intelligent tutoring systems or dialog systems supporting other forms of self-directed learning.

Background: Virtual reality applications are made for various objectives such as business, entertainment, education, and healthcare. Anxiety, phobias, distress, disordered eating, drug addiction, panic disorder, post-traumatic stress disorder, schizophrenia, bipolar disorder, psychosis, depression, and autism spectrum disorders may benefit from virtual reality-based approaches. The 2019 coronavirus (COVID-19) pandemic has impacted the way we live, enjoy, study, sport, and socialize significantly. Virtual reality fitness technology gained much attention during the COVID-19 preventive measures time. Objective: The present study explores the role of virtual reality fitness in improving overall wellbeing during the COVID-19 pandemic home isolation period in terms of physical-psychological health and physical activity. Methods: A total of 2300 individuals were recruited using the snowball sampling technique to participate in the study. The primary data were collected using an anonymous web-based survey. SPSS-23 and Smart-PLS 3.2.9 software were used to analyze the data. Results: The direct path coefficient analysis of the study constructs show that virtual reality fitness has (preventive measures -> virtual reality fitness -> overall wellbeing, preventive measures -> virtual reality fitness -> physical exercise, and preventive measures -> virtual reality fitness -> physical health) profound effects on the research participants’ mental and physical wellbeing of the study participants while indirect mediation analysis shows that virtual reality fitness has (preventive measures -> virtual reality fitness ->overall wellbeing, preventive measures -> virtual reality fitness -> physical exercise, preventive measures -> virtual reality fitness ->physical health) significant impacts. Conclusion: Our study results concluded that house exercises through virtual reality fitness are a good substitute for public gyms and private group fitness programs during the first pandemic wave for physical-psychological and overall wellbeing. Virtual reality fitness technology can alleviate many of the challenges brought on by the epidemic, resulting in increased utilization.

Artificial Intelligence (AI) has garnered considerable attention from educators, policymakers, and scholars within the realms of education and social sciences, achieving notable historical significance. Employing bibliometric analysis, this paper aims to provide a comprehensive analysis of the most noticeable trend of using AI in education. The corpus comprises a dataset of publications sourced from Web of Science (WoS) and Scopus-indexed journals. It concentrates on contemporary scientific research and innovative methodologies within the education sector, particularly relevant to the intersection of education and technology in the AI era. The results reveal a significant rise in AI-related technological research beginning in 2018, with citations reaching their zenith in 2019. Furthermore, collaborative metrics indicate that the United States and China are leading in publication volume. In addition, the study highlights a rising interest in AI applications within education and healthcare, particularly in the context of the COVID-19 pandemic.

Artificial Intelligence-based Learning Tools (AI-LTs) are rapidly reshaping higher education by advancing the learning, teaching, and administrative processes. This paper offers a systematic review of peer-reviewed research, published between 2020 and 2025, by examining the roles, advantages, and challenges of the AI-LTs like ChatGPT, Deep Seek, Gemini, and Meta AI. Using a qualitative method, relevant studies were sourced from databases such as Scopus and Web of Science, by using strict criteria for the selection and extraction of data. The review highlights that the AI-LTs can significantly improve the personalized learning experiences, boost the engagement of students, and streamline the administrative operations. However, they also introduce ethical challenges like algorithmic bias and risks to data privacy. The study underscores the importance of responsible adoption of AI, advocating for the development of faculty algorithmic transparency and the robust collaboration of human-AI. Future research should prioritize empirical investigations to further validate the influence of the AI-LTs across diverse academic environments.

This meta-analysis examines the diverse effects of artificial intelligence (AI), notably ChatGPT, on intelligent learning in the education industry over the last four years. Despite the rapid integration into education of AI tools such as ChatGPT, which have the potential to enhance personalized learning and administrative efficiency, there remains a dearth of comprehensive, evidence-based research evaluating their long-term educational impacts. This study sought to address this gap by examining the subtle impacts of AI on different educational levels, geographical regions, and functionality. This project employed a meta-analysis methodology to thoroughly examine peer-reviewed articles published between 2020 and 2023. Its objective was to measure the efficacy of AI applications in enhancing critical thinking and personalized learning. The key findings suggest that AI technologies, such as intelligent tutoring systems and adaptive learning platforms, greatly improve the personalization and engagement of learning. However, we still need to address difficulties related to ethical considerations and potential biases. These findings emphasize the importance of implementing strict ethical norms and strong educational frameworks to guarantee the fair and efficient incorporation of AI into educational processes.