Artificial intelligence-powered digital learning platforms and their performance in higher education
DOI:
https://doi.org/10.64439/cisai.v2i1.32Keywords:
Students, Learning, Pedagogy, Technology, Artificial intelligenceAbstract
The study analyzes the relationship between the use of digital learning platforms powered by Artificial Intelligence (AI) and academic performance in higher education. A quantitative approach was adopted, with a non-experimental design and descriptive-correlational scope, applying a census sampling to 569 students from a Peruvian public university during the 2025-I academic period. Data collection was carried out using a structured questionnaire with 32 items, validated with a reliability (α > 0.80). The results show universal adoption of AI-based technologies, with 99.6% of students reporting high accessibility and frequent use. Only 26% achieve a high level of academic performance, while 49% are at an average level and 25% at a low level. Inferential analysis reveals that the type of AI tool used has the strongest relationship with academic performance, surpassing dimensions such as frequency of use or perceived usefulness. The novelty of the study lies in empirically demonstrating that the quality and pedagogical relevance of AI tools are a more decisive factor than their intensive use. It concludes that the effective integration of AI-driven platforms requires strategic pedagogical approaches aimed at strengthening university learning.
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