Investigating the Impact of Personalized AI Tutors on Language Learning Performance

Simon Suh Department of Technology and Society Stony Brook University [Abstract] Driven by the global shift towards online learning prompted by the COVID-19 pandemic, Artificial Intelligence (AI) has emerged as a pivotal player in the field of education. Intelligent Tutoring Systems (ITS) offer a new method of personalized teaching, replacing the limitations of traditional teaching methods. However, concerns arise about the ability of AI tutors to address skill development and engagement during the learning process. In this paper, I will conduct a quasi-experiment with paired-sample t-test on 34 students pre-and post-use of AI tutors in language learning platforms like Santa and Duolingo to examine the relationship between students' engagement, academic performance, and students' satisfaction during a personalized language learning experience. Keywords: Artificial Intelligence; Academic Performance; ITS Education; Student Engagement; Language Learning; Personalized Learning; Student Satisfaction 1. Introduction The educational landscape is undergoing a transformative shift with the integration of Artificial Intelligence (AI). Technologies like Intelligent Tutoring Systems (ITS), specifically designed to provide individualized instruction and feedback to learners (Sedlmeier, 2002), play a crucial role in this transformation, steering the educational landscape towards the Application of Artificial Intelligence in Education (AIEd) (Thomas et al., 2023). As the accessibility and diversity of AI technologies increase, this holds a significant potential to personalize learning experiences and unlock the educational potential of each student by fostering a more efficient and effective learning process (Rane, 2023).