VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

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The systematic review reveals a significant increase in the use of artificial intelligence, particularly intelligent agents, in K-12 education over the last decade. The findings show that these technologies are primarily applied in three domains: personalized learning, adaptive assessment, and automated pedagogical support. Intelligent agents, including chatbots and virtual tutors, demonstrate a strong capacity to tailor instructional content based on students’ learning pace, preferences, and performance data, leading to improved engagement and learning outcomes. Additionally, the literature indicates that AI-driven agents contribute to formative assessment processes by providing immediate feedback, identifying learning gaps, and supporting data-informed instructional decisions. Several empirical studies report improvements in student performance ranging from 15% to 35%, particularly in mathematics and language learning contexts. From a pedagogical perspective, intelligent agents are increasingly used to support active and student-centered learning environments, fostering autonomy and critical thinking. However, the review also highlights persistent challenges, including limited teacher training, resistance to technological adoption, data privacy concerns, and ethical implications related to algorithmic bias and transparency. Furthermore, most implementations remain at pilot or experimental stages, with limited evidence on long-term scalability and institutional integration. The review underscores the need for comprehensive frameworks that integrate technological, pedagogical, and ethical dimensions to ensure sustainable adoption. Overall, intelligent agents emerge as a promising tool for transforming K-12 education, provided their implementation is aligned with inclusive and responsible educational practices.