International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 3
May-June 2026

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Cognitive Enhancement in AI-Driven Blended Learning Environments: A Research Review

Author(s) Dr. Sivasankar Arumugam
Country India
Abstract The convergence of artificial intelligence and blended learning has generated renewed scholarly interest in how technology can meaningfully support human cognitive development. This review synthesises evidence from ten peer-reviewed studies and systematic analyses to examine how AI-driven blended learning environments shape cognitive outcomes including vocabulary acquisition, reading comprehension, problem-solving, critical thinking, and metacognitive skill. Drawing on quasi-experimental findings (Wu et al., 2024; Abrar et al., 2025), mixed-methods investigations (Sari et al., 2024; TechComp Innovations et al., 2024; Silva et al., 2024), and systematic reviews (Sharma et al., 2023; Goyal, 2025; Gkintoni et al., 2025; Halkiopoulos & Gkintoni, 2024), the article finds that adaptive personalisation, real-time feedback, and intelligent tutoring produce consistent, if modest, improvements across cognitive domains. Challenges related to algorithmic bias, data privacy, short intervention windows, and the risk of cognitive offloading are discussed. The article concludes with targeted recommendations for educators, institutional policymakers, and future researchers.
Keywords cognitive enhancement, blended learning, artificial intelligence, adaptive learning, intelligent tutoring systems, personalised learning, cognitive load
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-02
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.80288
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