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<p>Rapid technological innovation, the increase in global connectivity, and the re-organization of the learning systems in response to the pandemic have boosted the digitalization of education at a vast rate. The current research suggests a comparative and critical review of prominent e-learning technologies, which are Learning Management Systems (LMS), Artificial Intelligence (AI)-driven adaptive learning systems, immersive technologies (Virtual and Augmented Reality), and learning analytics platforms in the context of K-12, higher education, and corporate training. The study evaluates the effectiveness of technologies in terms of scalability, personalization, learner engagement, performance outcomes, and accessibility through the systematic review and thematic synthesis of the results of empirical research, industry reports, and available data on global adoption. The results show that LMS platforms are characterized by organized content management and institutional scalability but are not usually deeply pedagogically interactive. The AI-enabling systems facilitate the adaptive learning pathways and predictive features although the data governance, algorithmic bias, and ethical transparency issues are still serious. Immersive technologies have proven to increase experiential learning and retention of skills, especially in technical subjects, but are prohibited by high costs of implementation and infrastructure requirements. Hybrid systems that combine technology with pedagogical support from teachers are shown to provide educational outcomes that are both sustainable and inclusive. This study has the potential to create actionable recommendations regarding how to design future learning ecosystems that meet future needs.</p>

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Empowering learning in the digital era: insights into e-learning and emerging technologies

  • 期刊论文

  • 发表日期：

    2026年6月1日

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  • Thongam Prity Devi,
  • Sushmita Bharti,
  • Madhavi Tripathi

摘要

Rapid technological innovation, the increase in global connectivity, and the re-organization of the learning systems in response to the pandemic have boosted the digitalization of education at a vast rate. The current research suggests a comparative and critical review of prominent e-learning technologies, which are Learning Management Systems (LMS), Artificial Intelligence (AI)-driven adaptive learning systems, immersive technologies (Virtual and Augmented Reality), and learning analytics platforms in the context of K-12, higher education, and corporate training. The study evaluates the effectiveness of technologies in terms of scalability, personalization, learner engagement, performance outcomes, and accessibility through the systematic review and thematic synthesis of the results of empirical research, industry reports, and available data on global adoption. The results show that LMS platforms are characterized by organized content management and institutional scalability but are not usually deeply pedagogically interactive. The AI-enabling systems facilitate the adaptive learning pathways and predictive features although the data governance, algorithmic bias, and ethical transparency issues are still serious. Immersive technologies have proven to increase experiential learning and retention of skills, especially in technical subjects, but are prohibited by high costs of implementation and infrastructure requirements. Hybrid systems that combine technology with pedagogical support from teachers are shown to provide educational outcomes that are both sustainable and inclusive. This study has the potential to create actionable recommendations regarding how to design future learning ecosystems that meet future needs.