This article explores the use of generative AI to create customizable learning experiences in education. The study presents a tool that generates learning materials in three distinct styles—traditional professor style, and two pop-culture-inspired styles (Batman and Wednesday Addams)—based on the learning outcomes provided by professors. The tool is integrated into a learning management system (LMS) at a software engineering college, allowing students to access automatically generated content in different formats, including multiple-choice questions for self-assessment. The study involved 20 students studying software engineering, with participation being optional. Students were surveyed immediately after completing the subject and again six months later to assess their perceptions, satisfaction, and long-term effects of the AI-generated learning materials. The results indicate that students found the multiple variants of learning materials engaging, with the traditional style being the most commonly used. However, students found the pop-culture-inspired styles particularly appealing, especially the quizzes generated by the AI. The study found that students who spent more time on AI-generated materials tended to perform better on exams, suggesting that the use of such materials could increase study time and improve learning outcomes. While the study's small sample size limits the generalizability of its findings, it provides early insights into the potential of generative AI in personalized learning. The study highlights the importance of integrating AI into education to create more engaging and inclusive learning experiences, while also addressing ethical concerns related to the use of generative AI in education. The findings suggest that AI-generated learning materials can be a valuable tool for enhancing student engagement and learning outcomes.This article explores the use of generative AI to create customizable learning experiences in education. The study presents a tool that generates learning materials in three distinct styles—traditional professor style, and two pop-culture-inspired styles (Batman and Wednesday Addams)—based on the learning outcomes provided by professors. The tool is integrated into a learning management system (LMS) at a software engineering college, allowing students to access automatically generated content in different formats, including multiple-choice questions for self-assessment. The study involved 20 students studying software engineering, with participation being optional. Students were surveyed immediately after completing the subject and again six months later to assess their perceptions, satisfaction, and long-term effects of the AI-generated learning materials. The results indicate that students found the multiple variants of learning materials engaging, with the traditional style being the most commonly used. However, students found the pop-culture-inspired styles particularly appealing, especially the quizzes generated by the AI. The study found that students who spent more time on AI-generated materials tended to perform better on exams, suggesting that the use of such materials could increase study time and improve learning outcomes. While the study's small sample size limits the generalizability of its findings, it provides early insights into the potential of generative AI in personalized learning. The study highlights the importance of integrating AI into education to create more engaging and inclusive learning experiences, while also addressing ethical concerns related to the use of generative AI in education. The findings suggest that AI-generated learning materials can be a valuable tool for enhancing student engagement and learning outcomes.