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Personalised adaptive learning is becoming increasingly popular as a method of providing each student on an online platform with learning experiences that are tailored to their own requirements and peculiarities. This enables learners to go along many learning routes with the shared objective of information and skill development. In such systems, adaptivity and intelligence play distinct roles, with adaptivity being a more data-driven decision-making approach and intelligence being the emulation of human traits in a learning setting. Pedagogical agents, as defined in the field of artificial intelligence, are virtual characters with anthropomorphic features that are introduced for educational reasons. Because e-learning is a continuously growing area, the responsibilities of pedagogical agents change based on the goals that have been established for them. This article provides a systematic evaluation of pedagogical agents’ research and empirical data in e-learning from 2015 to 2022. Their responsibilities will be examined specifically in terms of flexibility and variety, realistic simulation, and their influence on learning: performance improvement, improved motivation, and engagement. The article finishes with a discussion and recommendations on pedagogical agents’ future directions in this ever-changing world of individualised adaptive e-learning.

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The pedagogical agents for e-learning can immensely help in improving the quality of teaching, evaluating and learning the process through appropriate pedagogical agents. The pedagogical agents for adaptive e-learning systems are basically designed to provide a unique and personal experience to such students who come from diverse backgrounds having different styles of learning and with various educational needs. This study basically discusses the importance of pedagogical approach for the adaptive elearning systems. The selection of personalised (relevant) pedagogical agent can increase the effectiveness of adaptive e-learning, in the form of learning activities, delivered content, and communication. This will lead individuals to an adaptive pedagogical guided e-learning experience in which pedagogy will be the centerpiece, and in which the adaptive power will influence the pedagogy effectiveness. Thus, the main aim of this study is to discuss the importance of pedagogical agents in adaptive e-learning systems and to discuss different approaches of pedagogy including the constructivist approach, collaborative approach, inquiry-based approach, integrative approach, reflective approach, objectivist approach, and competency-b ased approach.

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