26-Rabab-The-Role-of-AI

Sep 2, 2026

This document presents a structured measurement framework for evaluating the effectiveness of AI-powered learning systems. It defines six learning experience dimensions—AI System Quality, Multimedia Interactivity, Learner Digital Readiness, Learning Engagement, Perceived Personalization, and Learning Path Optimization—each linked to specific scale references. It enumerates survey items that capture user-perceived accuracy, responsiveness, digital confidence, interactive control and feedback, motivational engagement, personalization alignment with needs, and adaptive pacing, progression, and study efficiency.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

AI learning experience dimensions

AI System Quality (AISQ)

Multimedia Interactivity (MMI)

Learner Digital Readiness (LDR)

Learning Engagement (LRE)

Perceived Personalization

Learning Path Optimization (LPO)

| Dimension | Meaning | Scales | Contributing Authors | Items chosen | | --- | --- | --- | --- | --- | | 1. AI System
Quality
(AISQ) | The perceived accuracy, reliability, and responsiveness of the AI-based learning system. | System Quality Scale, AI Quality Perception Scale, and TAM3 Scale | Alshahrani et al. (2019); Chen et al. (2020); Petter et al., (2008); Venkatesh & Bala (2008) | 1. The AI system recommends learning materials that are accurate and helpful for my studies.
2. When I interact with the system, it responds quickly and without delay.
3. I feel I can depend on this AI system to support my learning needs.
4. The system works equally well across all my different course subjects.
5. The suggestions I receive are relevant to what I have studied before.
6. The system operates smoothly without glitches or technical problems. | | 2. Multimedia
Interactivity (MMI) | The degree to which multimedia content allows learner control, participation, and feedback. | Interactive Multimedia
Learning Scale,
Multimedia Learning Principles Scale, and Interactive Learning Environments Scale | Zhang et al. (2006); Mayer (2005); Moreno & Mayer (2007) | 7. The learning materials include engaging videos, quizzes, or simulations that I can interact with.
8. I can choose different learning paths through the multimedia content.
9. I receive immediate feedback when completing interactive exercises.
10. I can pause, rewind, or skip sections in multimedia lessons as needed.
11. The content includes questions or activities that allow me to actively participate.
12. The interactive features help me better understand the course material. | | 3. Learner Digital | The student’s preparedness, confidence, and ability to use digital tools effectively. | Online Learning
Readiness Scale, Digital Literacy and Learning | Field (1089); Hung et al.(2010); Tang et al.(2021) | 13. I feel confident using digital platforms for my college coursework. | | Dimension | Meaning | Scales | Contributing Authors | Items chosen | | --- | --- | --- | --- | --- | | Readiness (LDR) | | Readiness Scale, and Self-Directed Learning with Technology Scale | | 14. I can troubleshoot basic technical issues when using online learning systems.
15. I can easily find and navigate through digital learning materials.
16. I know how to use the various digital tools (e.g., apps, learning software) required for my classes.
17. I effectively organize my online coursework and deadlines using digital tools.
18. I can independently learn through digital platforms with minimal assistance. | | 4. Learning Engagement (LRE) | The learner’s cognitive, emotional, and behavioral involvement in the learning process. | Student Engagement
Scale, E-learning
Engagement Scale, and
Online Learning
Engagement Scale | Fredricks et al. (2004); Jung et al., (2015); Wang et al. (2022) | 19. I maintain good concentration when using AI-powered learning tools.
20. I find myself genuinely interested and engaged during online learning activities.
21. I consistently put forth my best effort when completing digital learning tasks.
22. I actively contribute to online discussions and collaborative activities.
23. Interactive technology presentations increase my motivation to learn.
24. I often continue exploring learning materials independently after sessions conclude. | | 5. Perceived Personalization | The learner’s perception of how well the system adapts to their needs and preferences. | Perceived Personalization Scale, Personalized Learning Effectiveness Scale, and | Li (2016); Wang et al.
(2022); Zawacki
Richter et al. (2019) | 25. The system consistently recommends content that aligns with my learning needs. | | Dimension | Meaning | Scales | Contributing Authors | Items chosen | | --- | --- | --- | --- | --- | | Effectiveness (PPE) | | AI-Based Adaptivity Perception Scale | | 26. The difficulty level of materials

FAQs

What does AI System Quality (AISQ) measure in the document?

AISQ measures perceived accuracy, reliability, and responsiveness of an AI-based learning system, including relevance across subjects and smooth operation without technical issues.

How does the document define Multimedia Interactivity (MMI)?

MMI captures the extent to which multimedia content enables learner control, participation, feedback, and supports understanding through interactive videos, quizzes, and activities.

What is Perceived Personalization and how is it assessed?

Perceived Personalization reflects how well the system adapts to learners’ needs and preferences, assessed through whether recommendations align with learning needs and objectives.

Sep 2, 2026

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