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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM62804
Volume:
10 |
5 |
May 2026
Pages:
1-5
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Computer Science and Engineering
Keshav Memorial Institute of Technology
Computer Science and Engineering
Keshav Memorial Institute of Technology
Computer Science and Engineering
Keshav Memorial Institute of Technology
Computer Science and Engineering
Keshav Memorial Institute of Technology
Computer Science and Engineering
Keshav Memorial Institute of Technology
Computer Science and Engineering
Keshav Memorial Institute of Technology
Students who learn technical subjects usually de- pend on many separate tools. They may read notes from one website, watch videos on another platform, attempt quizzes in a different application, and use a chat tool for doubts. Interview preparation is also handled separately in many cases. During actual use, this separation breaks the learning flow and makes it difficult for students to keep track of what they have completed. This paper presents SkillForge, an artificial intelligence en- hanced learning platform developed to bring these activities into one full-stack application. The platform is implemented using React and Vite on the frontend, Node.js and Express.js on the backend, MongoDB for data storage, and Groq-hosted large language models for educational support. The application includes topic-wise learning content, artificial intelligence based content generation, quiz generation, topic-aware doubt support, daily streak questions, badges, task tracking, reference video re- trieval, feedback collection, and an artificial intelligence interview simulator with saved history. The main purpose of SkillForge is to reduce unnecessary switching between platforms during self-paced learning. By keep- ing content delivery, practice, assistance, progress tracking, and interview preparation inside the same authenticated workflow, the platform gives students a more continuous way to learn technical concepts and prepare for academic and placement needs.
KEYWORDS
This paper presented SkillForge, an artificial intelligence enhanced learning platform that combines structured tech- nical learning, artificial intelligence assistance, quiz genera- tion, progress tracking, daily streaks, badges, feedback, and interview simulation. The project was developed to reduce the difficulty students face when they depend on several disconnected tools for learning and placement preparation. The platform shows how large language model support can be combined with a full-stack application to provide a more continuous learning experience. It does not try to replace teachers or standard learning resources, but it gives students one place to study, practice, ask doubts, and prepare for interviews. Future work can include stronger analytics, short-note per- sistence, recommendation of next topics, admin-level review of generated content, and adaptive learning paths based on quiz and interview performance.
[1] React Documentation, “React: The library for web and native user interfaces,” https://react.dev/ [2] Vite Documentation, “Next Generation Frontend Tooling,” https://vitejs. dev/ [3] Node.js Documentation, “Node.js,” https://nodejs.org/ [4] Express.js Documentation, “Fast, unopinionated, minimalist web frame- work for Node.js,” https://expressjs.com/ [5] MongoDB Documentation, “MongoDB Manual,” https://www.mongodb. com/docs/ [6] Mongoose Documentation, “Elegant MongoDB object modeling for Node.js,” https://mongoosejs.com/ [7] Auth0, “JSON Web Tokens Introduction,” https://jwt.io/introduction [8] Groq Documentation, “Groq API and SDK Documentation,” https: //console.groq.com/docs [9] W. X. Zhao et al., “A Survey of Large Language Models,” arXiv preprint arXiv:2303.18223, 2023. [10] X. Zhai et al., “Generative Artificial Intelligence in Education: Appli- cations, Challenges, and Future Directions,” 2024.
Publication Date
5/8/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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