The integration of Generative Artificial Intelligence (GenAI) into Virtual Learning Environments (VLEs) presents a transformative opportunity to enhance personalised learning experiences in Higher Education. This paper explores the potential impact of GenAI-powered personalised tutors on student learning outcomes, engagement, and retention. By providing tailored feedback, adaptive learning pathways, and instant support, GenAI can bridge learning gaps, accommodate diverse learning styles, and foster a more inclusive, directed and personalised educational learning experience.

A key challenge in Higher Education is maintaining student engagement and ensuring knowledge retention. Traditional one-size-fits-all teaching approaches often fail to address individual student needs, leading to disengagement and attrition. Personalised learning through GenAI offers a scalable solution, enabling students to interact with an intelligent support system that adapts to their progress, reinforces understanding, and provides real-time assistance and feedback including notification of upcoming important events. This study examines whether such an approach leads to increased academic persistence, motivation, and overall learning satisfaction, and ultimately ‘attainment’.

Beyond student outcomes, this research also considers the implications of AI-driven tutoring for educators and institutional frameworks. While AI can alleviate administrative burdens and enhance content delivery, it also raises critical questions regarding the role of academics, ethical considerations, and the need for robust pedagogical strategies to integrate AI effectively. The study further discusses how institutions can leverage AI responsibly to complement, rather than replace, human instruction.

In addition to evaluating student outcomes, this research will engage with educators and academics to explore their perceptions of the impact and significance of AI-driven personalised tutoring. By conducting qualitative interviews and surveys, the study will assess how faculty members view the role of AI in Higher Education, its potential benefits, and the challenges it may pose. Furthermore, it will investigate whether educators believe AI will fundamentally alter teaching methodologies, academic roles, and institutional priorities. Understanding these perspectives will provide a holistic view of how AI integration could shape the future of Higher Education, ensuring that technological advancements align with pedagogical best practices and ethical considerations.

The findings of this research will contribute to the ongoing discourse on the future of Higher Education, highlighting both opportunities and challenges in the widespread adoption of AI-driven personalised learning. Ultimately, this paper argues that, if implemented effectively, Generative AI as a personalised tutor has the potential to revolutionise teaching and learning, enhancing student engagement, retention, and academic success in an increasingly digital educational landscape.

Keywords: Generative AI, Technology, LTI, VLE, Directed Learning.