ALGORITHMIC CLASSROOM DYNAMICS: AN INVESTIGATION OF AI BASED PERSONAL LEARNING SYSTEMS
DOI:
https://doi.org/10.322154/x14d6n53Keywords:
Artificial Intelligence, personalized learning, algorithmic classroom dynamics, digital pedagogy, Finnish education.Abstract
Digital transformation in education has encouraged the use of Artificial Intelligence (AI) to create a more personalized and adaptive learning system. Finland is one of the countries that has successfully integrated AI in learning through an approach oriented to the individual needs of students. This study aims to analyze how AI-based personalized learning systems shape classroom dynamics in Finnish rural public schools. The research used a qualitative approach with multiple case study designs conducted at Saunalahti Comprehensive School (Espoo), Puistola Comprehensive School (Helsinki), and Mäntynummi Comprehensive School (Lohja). Data were collected through non-participatory observation, in-depth interviews, and document analysis, then analyzed using thematic analysis through the process of data reduction, coding, data presentation, and conclusion drawing. The results show that the implementation of AI is able to transform classroom dynamics through personalization of learning paths, provision of real-time feedback, and strengthening data-driven pedagogical decision-making. The role of teachers shifts from conveyors of information to facilitators who utilize algorithmic recommendations to provide more targeted learning interventions. This research offers the concept of Algorithmic Classroom Dynamics as a new conceptual contribution that explains how AI algorithms affect pedagogical interactions, the distribution of teacher roles, and the learning experience of learners in a personalized learning environment. These findings are expected to be a reference in the development of AI implementation policies that continue to prioritize pedagogical values and educational inclusivity.
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