There is an ever-increasing use of technology during the first schooling years. In this context, the heterogeneous paces at which students may learn due to the use of AI tutors has arisen as a great concern. In response, this essay will endeavor to explain why the advantages of personalized virtual learning are superior to the potential disadvantages concerning social development and standardized education.
First, personalized learning through AI tutors enables the deployment of a wide range of strategies aligned to the characteristics and specifics need of each student. In contrast with the “one size fits all” associated to regular education, generative AI is able to identify the strengths as well as weaknesses in every child and build a personalized strategy that facilitates the completion of learning outcomes. For example, if a child suffers from attention deficit, AI could design an individual approach utilizing a wide range of visual resources to keep the attention and track the student’s performance evolution.
In the same way, AI tutors could be a great alternative to expand education access in contexts where the education infrastructure and quality is centralized and not coherent with the total demand. In other words, if students of a given community cannot access to good education due to geographical and institutional conditions, AI and its virtual environment could overcome those barriers and reach those unfavored population. The Peruvian case easily illustrate that. The best schools and teachers are primarily in big cities, such as Lima, Arequipa or Trujillo. In contrast, Amazon communities, often marginalized, find their children’s education endangered. Nevertheless, mixing AI tutors with the already existing optic fiber and 5G connectivity, they could smoothly continue with their academic goals.
In conclusion, although many show concern regarding the implications of AI tutors, this tool presents great potential to promote high quality and personalized education for young students in their primary years.