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@article{184181,
        author = {Dr. Rakhi Singh Jadaun},
        title = {The Impact of Artificial Intelligence - Powered Learning Tools on Cognitive and Social-Emotional Development in Children},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {4},
        pages = {151-158},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=184181},
        abstract = {The rapid integration of artificial intelligence (AI) into education has prompted growing interest in its potential to shape children’s cognitive and socio-emotional development. This study investigates the effects of AI-powered learning tools on students aged 8–14, with a focus on academic achievement, problem-solving, motivation, confidence, collaboration, and emotional regulation. Using a mixed-methods design, the research compared outcomes across 200 students in AI-assisted and traditional classrooms over one academic year. Data were collected through standardized academic assessments, non-verbal reasoning tasks, validated socio-emotional scales, teacher and parent surveys, classroom observations, and interviews.
Findings indicate that students in AI-assisted environments demonstrated significantly higher gains in mathematics, reading comprehension, and problem-solving ability than peers in traditional classrooms. Socio-emotional results revealed enhanced motivation, self-confidence, and emotion regulation among AI learners, though reduced opportunities for peer collaboration were observed unless actively facilitated by teachers. Teacher and parent perspectives highlighted the dual benefits of individualized feedback and monitoring, alongside concerns regarding screen time, dependency, and equitable access.
The results support theoretical perspectives from Self-Determination Theory, sociocultural learning theory, and ecological systems frameworks, suggesting that AI can strengthen competence and resilience but may disrupt social learning if poorly integrated. The study concludes that AI should be understood as a complement—not a substitute—for human teaching. Responsible adoption requires balancing personalization with collaborative opportunities, addressing ethical and equity concerns, and ensuring policies that promote fair access and data protection.},
        keywords = {Artificial intelligence, learning tools, Cognitive, Socio-emotional Development},
        month = {September},
        }