Exploring the Role of AI and VR in Addressing Antisocial Behavior Among Students: A Promising Approach for Educational Enhancement

This study investigates the complex interactions between hypotheses and factors involved in deploying AI-powered virtual assistants in augmented reality (AR) and virtual reality (VR) environments to combat antisocial behavior among students. It reveals significant insights by investigating a variety of independent variables such as the characteristics of AI-driven virtual assistants, development and implementation aspects, contributions from educational institutions and technology developers, and strategic initiatives, as well as their impact on dependent variables like improved educational outcomes and transformed learning experience. A quantitative investigation finds significant correlations between the characteristics and functions of AI-powered virtual assistants, developmental factors, and educational outcomes for students exhibiting antisocial behavior. These findings demonstrate the potential of modern technology to enhance educational experiences and outcomes. They also emphasize the significance of virtual assistant features in influencing educational achievements. Furthermore, qualitative insights emphasize the relevance of stakeholder participation, institutional support, and specialized integration strategies in overcoming challenges such as resource limitations and technical barriers. Finally, this study offers evidence-based recommendations for educators, policymakers, and technology developers on utilizing AI-powered technologies to create inclusive and accessible learning environments, particularly when dealing with student disruptive behavior. The project’s goal is to support continuous improvement in educational practices and policies by clarifying the factors that influence the integration and impact of AI-driven virtual assistants, thereby aiding students’ academic performance and social development in the digital age.