Published Paper Details:

This study examines how well rural Indian children in grades 3-6 perform in reading and numeracy while using AI-driven personalized learning (AIPL) systems. The study compares the learning outcomes of 24 rural schools that used an AIPL intervention with 24 matched control schools over the course of a school year using a mixed-methods quasi-experimental approach. Attendance, platform engagement analytics, and pre- and post-intervention standardized literacy and numeracy tests are examples of quantitative metrics; student focus groups, instructor interviews, and classroom observations are examples of qualitative data. The findings show improved retention and engagement metrics, more improvements among students with lower baselines, and statistically significant gains in both reading and numeracy scores for the intervention group (effect sizes: d = 0.38 for literacy, d = 0.44 for numeracy). According to qualitative research, culturally relevant information, adaptive pace, and instant feedback improved student motivation and assisted teachers in focusing their lessons. Recommendations for scalable implementation, infrastructural investment, teacher professional development, and policy alignment are included in the paper's conclusion.