This paper investigates the influence of AI in personalized learning from a psychological perspective and how AI affects interactions between students and teachers, especially in online education where prompt customized help is vital. Although AI can improve personalized learning experiences to better engage students, there are issues related to too much support that may jeopardize student agency and control over their learning. This paper also weighs the dangers of uniform AI support, which might impede effective learning and curtail the avenues for discovery. Using a narrative technique to weave together existing theories and research findings and then going through a systematic analysis of the trends that evolve from the assembled literature, this research tries to open up how much AI is contributing to personalized learning. The findings stress the need for evidence-based policy and a balanced uptake of AI in education to augment rather than undermine students’ learning.