The present study examined the correlation between the use of adaptive AI learning systems, the cognitive load of university students in Punjab, Pakistan, and persistence in terms of academics. Quantitative research design and information gathered among 300 undergraduate and graduate learners that have completed one or more courses with the adaptive AI platform was employed. Women were represented in the different demographics through stratified random sampling. Statistical methods to analyze the data were used to understand the relationships, predictive effects and group differences. The outcomes indicated a strong negative correlation between adaptive use of AI and cognitive load, which means the AI-based learning tools assist with a reduction in the mental effort required in the learning process. Regression analysis indicated that adaptive AI use also had a significant effect on the prediction of academic persistence that implies that AI learning assistance provided on a personalized level encourages students to endure in their studies. Independent t test showed that academically surveyed students whose AI usage was high recorded a far much significant resulting academic persistence as opposed to the surveyed students whose usage of AI was low. Such results agree with other studies which conclude on the importance of technology enhanced learning in enhancing education. The study summarizes that the role of adaptive AI learning system is a potentially valuable guide to establishing enjoyable, individualized and effective learning experiences. The next studies should incorporate long-term impact on AI integration and bring the ethical aspect to it to the fullest in terms of maximizing the good and ensuring equity and fairness.
Ahmed et al. (Mon,) studied this question.