A Comprehensive Systematic Review of AI-Driven Approaches to Self-Directed Learning
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Artificial intelligence (AI)-enhanced technologies are increasingly being researched and applied in learning and instruction. Previous studies have demonstrated the growing influence of AI tools in improving learning outcomes and transforming the educational landscape. However, limited research has explored learners’ engagement with AI resources to support self-directed learning, and no comprehensive review exists in this context. This study conducts a systematic review to examine the potential directions underlying the use of AI-enabled resources to assist learners in self-directed learning. The review targeted articles from high-profile databases such as Web of Science and ScienceDirect. A range of AI resources, including intelligent tutoring systems and conversational agents, were identified in the reviewed articles for their roles in providing personalized learning support, question-answering assistance, timely feedback, action recommendations, and interactive learning experiences that foster self-directed learning aspirations. The review also demonstrated that AI-supported self-directed learning can have a positive effect on the satisfaction of learners’ autonomy and competence needs. Besides that, prior knowledge of the learners acts as a facilitator for the continued use of AI resources, thereby positively affecting the outcomes of self-directed learning. Although AI in education is still a rare research field, future studies should focus, for example, on the use of concrete AI tools, such as intelligent tutoring systems or dialog systems supporting other forms of self-directed learning.
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Research by Younas et al. and Wang et al. found that intelligent tutoring systems and gamified AI applications promote student interest and self-directed learning.
“These findings align with research by Younas et al. [59] and Wang et al. [37], which have also found that intelligent tutoring systems and gamified AI applications promote student interest and self-directed learning.”
From Systematic review of artificial intelligence in education: trends, benefits, and challenges (2025) · cites this paper as [59]
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- Authors
- Younas, M., Abdel Salam El-Dakhs, D., & Jiang, Y.
- Affiliations
- Prince Sultan University (SA)
- Language and Communication Research Laboratory, College of Humanities and Sciences, Prince Sultan University, Riyadh, Saudi Arabia
- Shenzhen Technology University (CN)
- ORCID
- Younas, Muhammad
- Venue
- IEEE Access
- Published
- 2025
- Volume
- 13
- Pages
- 38387-38403
- ISSN
- 2169-3536 (ISSN-L)
- OpenAlex
- W4408017171
- Cited by
- 63
- References
- 70
- Citations by year
- 2026: 34 · 2025: 29
- FWCI
- 6.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- IEEE Access (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Prince Sultan University under the Language and Communication Research Laboratory (RL-CH-2019/9/1)
- Youth Fund Project for Humanities and Social Sciences Research, Ministry of Education, China (21YJC740022)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- self-directed learning, artificial intelligence in education, intelligent tutoring systems, chatbots, personalized learning support, learner autonomy, learner competence, prior knowledge, student satisfaction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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