AI-Augmented Digital Twin for Personalized Learning in Virtual Classrooms

Abstract

This study examines the dynamic shifts in academic learning, specifically addressing the incorporation of digital platforms such as YouTube and artificial intelligence tools (for instance, ChatGPT and Gemini) alongside conventional educational approaches. By analyzing primary survey data collected from 102 students, this research investigates the preferences, habits, and perceptions of these learners regarding the identified resources. The results are contextualized and compared with extensive external literature from organizations such as the Pew Research Center, HEPI, and scholarly investigations into artificial intelligence and virtual education, demonstrating a notable and swift rise in the utilization of these technologies. The findings indicate that students are motivated by the perceived efficacy, accessibility, and adaptability of these platforms. Nonetheless, the research also underscores enduring and substantial challenges, including insufficient structured learning, the proliferation of misinformation, and ethical dilemmas related to plagiarism and excessive reliance on technology. Furthermore, the study considers student viewpoints on emerging innovations such as Augmented Reality (AR) and the Metaverse, which may offer potential solutions to the aforementioned issues. This research enhances the comprehensive understanding of modern learning behaviors and offers a framework for educators and developers aimed at establishing more effective, dependable, and student-oriented virtual learning environments.