Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Book Chapter Faculty Publications- Book Chapter Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Pandey, Vaibhav Kumar; Poonia, Ramesh Chandra Title A name given to the resource AI tools for enhancing student engagement Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived AI Applications and Pedagogical Innovation;pp.201-230 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.4018/979-8-3373-5092-9.ch008" target="_blank" rel="noreferrer noopener">https://doi.org/10.4018/979-8-3373-5092-9.ch008</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105013535380?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105013535380?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Pandey V.K., Christ University, Delhi, India; Poonia R.C., Christ University, Delhi, India Description An account of the resource Artificial Intelligence (AI) is revolutionizing the learning environment with adaptive technologies that offer new possibilities to engage, support, and empower learners. Throughout this chapter, we examine how AI technologies are transforming student engagement from the past to enable more personalized, responsive, and inclusive learning environments. From intelligent tutoring systems and adaptive learning systems to chatbots, game- based learning, and predictive analytics, AI offers teachers more and more tools to make behavioral, cognitive, and emotional connections with learners. Based on actual case studies of K- 12 and higher education, including DreamBox Learning and Civitas Learning, the chapter discusses real- world success with respectful consideration of the ethical, technical, and social issues of AI deployment. Issues from data privacy through algorithmic bias and student agency protection are discussed in detail. In the future, the chapter discusses briefly trends such as affective computing, AI- powered AR/VR environments, and human- AI collaboration construction for education's future. Rather than recommending AI as a replacement for teachers, the chapter argues for an equitable partnership-where AI as a system itself can be an effective collaborator to human teachers, enhancing their capacity to create rich learning environments. In the end, the chapter is appealing for an intentional, ethical, and equitable stance in adopting AI, so technology can be used in the name of education not only by facilitating engagement, but also in safeguarding human dignity, equity, and creativity. 2026, IGI Global Scientific Publishing. All rights reserved. Publisher An entity responsible for making the resource available IGI Global Relation A related resource ISBN: 979-833735094-3; 979-833735092-9; Language A language of the resource English Type The nature or genre of the resource Book chapter Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online