The Analysis of How Artificial Intelligence Has an Effect on Teachers and The Education System


  • S Suman Rajest Dhaanish Ahmed College of Engineering image/svg+xml
  • R Regin SRM Institute of Science and Technology image/svg+xml
  • Ajitha Y SRM Institute of Science and Technology image/svg+xml
  • P Paramasivan Dhaanish Ahmed College of Engineering
  • G Jerusha Angelene Christabel Sathyabama Institute of Science and Technology image/svg+xml
  • Shynu T Agni College of Technology



Artificial intelligence, AI, Education, Teacher , Student, Learning Management System, LMS, Intelligent tutoring system, LTS, virtual reality, augmented reality, VR, AR, modern learning, personalized learning


Artificial intelligence has established a presence in every aspect of human activity, further demonstrating its preeminence over humans with each passing day. Artificial Intelligence (AI) has demonstrated its prowess in a variety of industries, including but not limited to healthcare, robotics, eCommerce, finance, navigation, education (E), and many more. This study will investigate the effects that artificial intelligence has had on the educational system, with a particular emphasis on how AI has changed the responsibilities that instructors play in the classroom. This study will also focus on examining whether or not the presence of AI in the educational system will take over the responsibilities that are traditionally filled by teachers. The incorporation of artificial intelligence into educational and instructional systems has resulted in significant improvements in terms of the efficiency, precision, and variety of pedagogical approaches. It has also been demonstrated in a large number of studies that the most important factor in the achievement of AI domination in educational institutions is the role played by educators.


J. E. Lee and S. M. I. Jin, “Implementation of smart learning model for improving digital communication competencies of middle aged,” J. Korea Contents Assoc., vol. 14, no. 4, pp. 522–533, 2014.

EDUCAUSE. Horizon Report: 2018 Higher Education Edition. Retrieved from EDUCAUSE Learning Initiative and The New Media Consortium. 2018. Available online:{}/media/files/library/2018/8/2018horizonreport. pdf, 2018, Accessed by Sep.3, 2023.

S. Perez et al., “Roll, I. Identifying productive inquiry in virtual labs using sequence mining,” in Artificial Intelligence in Education; André, vol. 10331, Cham, Switzerland: Springer, 2017, pp. 287–298.

Kempe, F. The US Is Falling behind China in Crucial Race for AI Dominance. CNBC. 2019. Available online: https://www.cnbc. com/2019/01/25:%20CNBC, Accessed by Sep.3, 2023.

J. Knox, “Artificial intelligence and education in China,” Learn. Media Technol., vol. 45, no. 3, pp. 298–311, 2020.

The White House. Readout of White House listening session on tech platform accountability., 2022, Accessed by September 8, 2022.

Walton Family Foundation, Teachers and students embrace ChatGPT for education., 2023, Accessed by March 1, 2023.

D. Acemoglu and P. Restrepo, “The race between machine and man: Implications of technology for growth, factor shares and employment,” SSRN Electron. J., 2017.

A. S. Bass, “Non-Tech Businesses Are Beginning to Use Artificial Intelligence,” Financial Times, 2018.

N. Bostrom, Superintelligence: Paths, Dangers, Strategies. 1 edition. Oxford: Oxford University Press, 2014.

D. Arnstine and J. Bruner, “Actual minds, possible worlds,” J. Aesthet. Educ., vol. 23, no. 4, p. 112, 1989.

V. Demiaux and Y. S. Abdallah, Report on the public debate led by the French Data Protection Authority (CNIL) as part of the ethical discussion assignment set by the Digital Republic Bill. Paris: CNIL, 2017.

Z. Swiecki et al., “Assessment in the age of artificial intelligence,” Computers and Education: Artificial Intelligence, vol. 3, no. 100075, p. 100075, 2022.

K. Van Lehn, “The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems,” Educational Psychologist, vol. 46, no. 4, pp. 197–221, 2011.

H. Zhang, I. Lee, S. Ali, D. DiPaola, Y. Cheng, and C. Breazeal, “Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study,” Int. J. Artif. Intell. Educ., vol. 33, no. 2, pp. 290–324, 2023.

R. Arbulu, J. García-Zubia, and P. Orduña, “Artificial Intelligence in Education: A Review of Past and Future Trends,” Applied Sciences, vol. 9, no. 8, 2019.

C. Dede, “Learning in the Age of Intelligent Machines,” Harvard Educational Review, vol. 86, no. 1, pp. 15–24, 2016.

G. Siemens and D. Gasevic, “Guest Editorial—Educause Special Issue on Advanced Learning Analytics,” Guest Editorial-Educause Special Issue on Advanced Learning Analytics. EDUCAUSE Review, vol. 52, no. 6, pp. 4–5, 2017.

R. S. Baker and P. S. Inventado, “Educational data mining and learning analytics,” in Learning Analytics, New York, NY: Springer New York, 2014, pp. 61–75.

A. Pardo and G. Siemens, “Ethical and privacy principles for learning analytics: Ethical and privacy principles,” Br. J. Educ. Technol., vol. 45, no. 3, pp. 438–450, 2014.

C. A. Anderson and K. E. Dill, “Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life,” J. Pers. Soc. Psychol., vol. 78, no. 4, pp. 772–790, 2000.

L. Ribeiro and A. Gómez-Bellido, “The Role of Artificial Intelligence in Personalized Learning,” in Proceedings of the 9th International Conference on Computer Supported Education, 2017, pp. 318–325.

R. S. J. Baker and G. Siemens, “Educational Data Mining and Learning Analytics. Handbook of Educational Psychology,” pp. 83–94, 2014.

G. Siemens, D. Gašević, and S. Dawson, Preparing for the Digital University: A Review of the History and Current State of Distance, Blended, and Online Learning. Athabasca University Press, 2015.

R. Luckin, W. Holmes, M. Griffiths, and L. B. Forcier, Intelligence Unleashed: An Argument for AI in Education. Pearson, 2016.

G. Siemens and R. S. J. Baker, “Learning Analytics and Educational Data Mining: Towards Communication and Collaboration,” in Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 2012, pp. 252–254.

W. Al-Rahmi, M. S. Othman, and L. M. Yusuf, “The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education,” Int. Rev. Res. Open Distrib. Learn., vol. 16, no. 4, 2015.

X. Xu, W. C. Hong, Y. Zhang, H. Jiang, and J. Liu, “Learning paths design in personal learning environments: The impact on postgraduates’ cognitive achievements and satisfaction,” Innovations in Education and Teaching International, pp. 1–16, 2023.

Q. An, W. C. Hong, X. S. Xu, Y. Zhang, and K. Kolletar-Zhu, “How education level influences internet security knowledge, behaviour, and attitude: A comparison among undergraduates, postgraduates and working graduates,” International Journal of Information Security, vol. 22, no. 2, pp. 305–317, 2022.

A. Maseleno, S. Patimah, S. Syafril, M. Huda, “Learning Preferences Diagnostic using Mathematical Theory of Evidence,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 2, pp. 60 –77, 2023.

A. Roman et al., “Physical self-schema acceptance and perceived severity of online aggressiveness in cyberbullying incidents,” J. Interdiscip. Stud. Educ., vol. 9, no. 1, pp. 100–116, 2020.

D. Balas-Timar and R. Lile, “The story of Goldilocks told by organizational psychologists,” Procedia Soc. Behav. Sci., vol. 203, pp. 239–243, 2015.

D. Balas-Timar and S. Ignat, “Conceptual applicant screening model with fuzzy logic in industrial organizational contexts,” Procedia Soc. Behav. Sci., vol. 203, pp. 257–263, 2015.

D. Balas-Timar, “Relationship between job performance and job satisfaction viewed from the chaos theory perspective,” International Journal of Education and Research, vol. 3, no. 3, pp. 517–534, 2015.

D. Rad et al., “A preliminary investigation of the technology acceptance model (TAM) in early childhood education and care,” Brain (Bacau), vol. 13, no. 1, pp. 518–533, 2022.

D. Rad et al., “Perspectives of Consent Silence in Cyberbullying,” Postmod. Open., vol. 10, no. 2, pp. 57–73, 2019.

D. Rad, Aurel Vlaicu University of Arad, Arad, Romania, V. E. Balas, and Aurel Vlaicu University of Arad, Arad, Romania, “A novel fuzzy scoring approach of behavioural interviews in personnel selection,” Brain (Bacau), vol. 11, no. 2, pp. 178–188, 2020.

D. Rad, T. Dughi, E. Demeter, and G. Rad, “The dynamics of the relationship between humor and benevolence as values,” Rev. Rom. Pentru Educ. Multidimens., vol. 11, no. 3, pp. 201–212, 2019.

D. Saxena, S. Khandare and S. Chaudhary, “An Overview of ChatGPT: Impact on Academic Learning,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 1, pp. 11–20, 2023.

E. Demeter, Aurel Vlaicu University of Arad, D. Rad, E. Balas, Aurel Vlaicu University of Arad, Romania, and Aurel Vlaicu University of Arad, Romania, “Schadenfreude and general anti-social behaviours: The role of Violent Content Preferences and life satisfaction,” Brain (Bacau), vol. 12, no. 2, 2021.

K. Vijayarani, V. Nithyanantham, G. J. Angelene Christabel, D. Marupaka “A Study on Relationship Between Self-Regulated Learning Habit and Achievement Among High School Students,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 2, pp. 92 –110, 2023.

P. K. Paudel et al., “Perspectives of scholars on the origin, spread and consequences of COVID-19 are diverse but not polarized,” Humanit. Soc. Sci. Commun., vol. 9, no. 1, 2022.

A. Shkheedim, S. Alawneh, Y. Khuwayra, O. Salman, and F. Khayyat, “The Level Of Satisfaction Of Parents Of Students With Learning Difficulties Towards Distance Learning After The Corona Pandemic, NeuroQuantology,20(19),1299-1311,” NeuroQuantology, vol. 20, no. 19, pp. 1299–1311, 2022.

S. Al-Ahmad et al., “effectiveness of e-learning in Palestinian and Jordanian universities from the viewpoint of faculty members Perspective,” Journal of Southwest Jiaotong University, vol. 58, no. 1, pp. 463–472, 2023.

S. Shruthi and B.R. Aravind, “Engaging ESL Learning on Mastering Present Tense with Nearpod and for Engineering Students,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 1, pp. 21–31, 2023.

S. Tripathi and A. Al -Zubaidi, “A Study within Salalah’s Higher Education Institutions on Online Learning Motivation and Engagement Challenges during Covid-19,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 1, pp. 1–10, 2023.

S. Venkatasubramanian, V. Gomathy, M. Saleem “Investigating the Relationship Between Student Motivation and Academic Performance,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 2, pp. 111 –124, 2023.

Suman, R. S., Moccia, S., Chinnusamy, K., Singh, B., & Regin, R. (Eds.). (2023, February 10). Handbook of research on learning in language classrooms through ICT-based digital technology. Advances in Educational Technologies and Instructional Design. doi:10.4018/978-1-6684-6682-7

T. Gao and J. Liu, “Application of improved random forest algorithm and fuzzy mathematics in physical fitness of athletes,” J. Intell. Fuzzy Syst., vol. 40, no. 2, pp. 2041–2053, 2021.

V. Gomathy, and S. Venkatasbramanian, “Impact of Teacher Expectations on Student Academic Achievement,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 2, pp. 78 –91, 2023.

V. Nithyanantham, “Study Examines the Connection Between Students' Various Intelligence and Their Levels of Mathematical Success in School,” FMDB Transactions on Sustainable Techno Learning., vol. 1, no. 1, pp. 32–59, 2023.

W. C. H. Hong, “Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students,” in Innovative Approaches in Teaching English Writing to Chinese Speakers, B. L. Reynolds & M. F. Teng, Eds. De Gruyter Mouton, 2021, pp. 67–90.

W. C. H. Hong, “Macao Secondary School EFL Teachers' Perspectives on Written Corrective Feedback: Rationales and Constraints,” Journal of Educational Technology and Innovation, vol. 4, no. 4, pp. 1–13

W. C. H. Hong, “The Effect of Absence of Explicit Knowledge on ESL/EFL Stress-Placement Accuracy: A quasi-experiment,” Asian EFL Journal, vol. 20, no. 2, pp. 262–279, 2018.

W. C. H. Hong, “The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research,” Journal of Educational Technology and Innovation, vol. 5, no. 1, pp. 37–45, 2023.

W. C. Hong, C. Y. Chi, J. Liu, Y. F. Zhang, V. N.-L. Lei, and X. S. Xu, “The influence of social education level on cybersecurity awareness and behaviour: A comparative study of university students and working graduates,” Education and Information Technologies, vol. 28, no. 1, pp. 439–470, 2022.

X. Lian, W. C. Hong, X. Xu, K.-Z. Kimberly, and Z. Wang, “The influence of picture book design on visual attention of children with autism: A pilot study,” International Journal of Developmental Disabilities, pp. 1–11, 2022.

Y. Alawneh, D. Abualrub, and L. Jbara, “Behavioral Phenomena Common Among Kindergarten Students In Nablus Governorate From The Point Of View Of Principals And Teachers,” Turkish Journal of Physiotherapy and Rehabilitation, vol. 32, no. 3, pp. 231–247, 2021.

Y. Alawneh, T. Al-Momani, F. Salman, A. Alkhwaldeh, M. Al-Dlalah, and T. Kaddumi, “The state of musically gifted students in Palestine: a case study,” Res Militaris, no. 2, pp. 2058–2069, 2023.




How to Cite

S. Suman Rajest, R. Regin, A. Y, P. Paramasivan, G. J. A. Christabel, and S. T, “The Analysis of How Artificial Intelligence Has an Effect on Teachers and The Education System”, EAI Endorsed Trans e-Learn, vol. 9, Oct. 2023.