The impact of adaptive and interactive ai tools on student learning: From digital literacy to advanced skills

Abstract

Globally, learning paradigms are evolving due to the integration of artificial intelligence (AI) into higher education. This study investigates the effects of Digital Literacy, Interactive AI Tools, and Adaptive Learning Technologies on Student Skills (SS), such as critical thinking, problem-solving, and learning performance. Data were gathered from 339 undergraduate students enrolled in private universities in Bahrain using a quantitative, cross-sectional design. The measurement model was verified using structural equation modeling (SEM), which produced excellent convergent validity (AVE = 0.614–0.748) and high reliability (Cronbach's α = 0.871–0.955). With R² = 0.733, the structural model showed significant explanatory power, explaining 73.3% of the variation in student abilities across ALT, IAT, and DL. IAT had the greatest impact (β = 0.523, t = 6.510, p < 0.001), followed by ALT (β = 0.179, t = 3.955, p < 0.001) and DL (β = 0.160, t = 3.421, p < 0.001), according to path analysis. Findings provide new empirical data in the GCC context and align with international studies, such as Lee et al. [1] and Asy’ari and Sharov [2]. The research emphasizes how interactive AI solutions and digital literacy can be strategically used to improve 21^st-century skills. These findings quantitatively show that combining ALT, IAT, and DL may significantly and consistently improve student skill development in higher education, offering valuable insights for policymakers and educational leaders in Bahrain.