International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 6 Issue 4
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Exploring the AI Era: A Comparative Analysis of AI-Driven Education and Traditional Teaching Methods

Author(s) Susan Rochelle, Sushith
Country India
Abstract Education is undergoing rapid changes due to technological advancements, with AI-based education being one of the most significant developments. Although the adoption of AI in education comes with challenges like privacy and data security issues, the benefits greatly surpass these manageable risks. By utilizing the right tools and strategies, educators can leverage AI to create more personalized, engaging, and effective learning experiences for students. These innovations have revolutionized teaching and learning, offering tailored experiences to meet individual needs and interests. To better comprehend the advantages and disadvantages of each, this paper compares and contrasts the most significant distinctions and similarities between traditional schooling and AI-based learning. Despite the numerous benefits of AI education, traditional methods have endured for a reason. As the educational landscape evolves, a balanced approach that integrates both AI and traditional methods appears to be the most promising way forward, ensuring that students and educators benefit from the best of both worlds. By synthesizing existing research, this study seeks to provide insights into the advantages, challenges, and future directions of education in the age of AI.
Keywords Artificial Intelligence, Traditional learning, Personalization
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-07-15
Cite This Exploring the AI Era: A Comparative Analysis of AI-Driven Education and Traditional Teaching Methods - Susan Rochelle, Sushith - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.24635
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.24635
Short DOI https://doi.org/gt4ggd
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