Increased use of artificial intelligence (AI) in education has introduced new ways of supporting education not only through the performance capacity of the students but also through their well-being. Emotion-aware AI systems are one of the latest advancements that can become the means of promoting both the mental health and learning outcomes of students in digital and mixed learning settings. The research paper set out to explore the connection between the application of emotion-aware AI systems and the mental health and academic performance of students in institutions of higher learning. It used a quantitative, correlational, and predictive research design where two hundred and eighty undergraduate and postgraduate students were taken as a sample size in public and private universities in Punjab Province, Pakistan. The systematic questionnaire was used to get data, which were analyzed by Pearson correlation and simple linear regression along with the one-way ANOVA. The findings showed moderate, positive, and statistically significant evidence that the usage of emotion-aware AI systems is related to the mental health of the students. The results of the regression analysis identified that the results of the emotional interventions combined with AI-supporting systems served as a significant estimation of living outcomes, and the ANOVA results identified the statistically significant variations of living outcomes and university outcomes between the students who were exposed to the AI-supported system and the standard classroom students. The research complements the current body of knowledge by validating the two-fold use of emotion-aware AI systems in the realms of education and the necessity of the more emotionally sensitive educational technologies in the future.
Ahmad et al. (2025) studied this question.