Generative AI is changing the way interact with technology, and most exciting applications is in teaching and learning professional. In this article, mainly focus on using AI to create a personalized learning experience for students studying in computer science stream. While many online learning platforms exist, they often lack real-time adaptability and fail to truly understand the students think while solving problems. Most of the platforms are only check if an answer is right or wrong without analyzing and justification of the student’s reasoning. This phenomenon makes it difficult for learners to identify and correct their mistakes effectively. The proposal of this article builds an ideas from the research paper leveraging generative AI for On-Demand Tutoring as a New Paradigm in Education. While the existing research explores AI-driven tutoring, but this new proposal approach takes it a step further by integrating AI-generated video explanations, personalized coding challenges, and an analysis of students’ thought processes. Unlike traditional learning platforms that provide fixed content and predefined exercises, but new proposal system adapts dynamically to each student’s progress, offering customized lessons and real-time feedback. The main objective is to create an AI-powered educational website that provides a truly personalized learning journey. Through AI, the platform generates topic explanations in video format, assigns relevant coding tasks, and evaluates students not just on their final answers but on their overall approach to problem-solving. The proposal is aim to provides instant feedback, helping learners improve their skills more effectively. The proposal system will be measured the outcome in three way, such as (i) adapts to individual learning styles, (ii) accurately it evaluates student understanding, and (iii) improves learning outcomes. By bridging the gap between automated tutoring and truly personalized education, this proposal project aims to make learning computer science stream graduate more engaging, efficient, and effective for student’s communities.
Volume 17 | Issue 2
Pages: 47-53