The Effectiveness of an Artificial Intelligence-Based Learning Environment in Developing Science Achievement among Sixth Grade Female Students in Jazan Education Department

Abstract

The current study aimed to investigate the effectiveness of an artificial intelligence-based learning environment in developing science achievement among sixth-grade female students in the Jazan Education Department. The study adopted a quasi-experimental approach using a one-group pretest-posttest design. The study sample consisted of (16) sixth-grade female students from Al-Majnah Primary and Intermediate School in Jazan during the second semester of the academic year 1447 AH. To achieve the objectives of the study, an achievement test consisting of (21) multiple-choice questions was prepared. In addition, an artificial intelligence-based learning environment was designed, including the educational robot “Kimo,” a virtual laboratory, an interactive periodic table, and several interactive learning activities. The findings revealed a significant improvement in the students’ science achievement after applying the artificial intelligence-based learning environment. The mean score in the pretest was (5.94), whereas the mean score in the posttest reached (18.94). The results also showed statistically significant differences at the significance level (0.05) between the pretest and posttest scores in favor of the posttest. Furthermore, the effect size of the artificial intelligence-based learning environment was found to be very large in developing students’ science achievement. Based on the findings, the study recommended expanding the use of artificial intelligence applications, educational robots, and virtual laboratories in science teaching, as well as training teachers to design interactive digital learning environments that enhance learning outcomes.