The Effectiveness of Implementing an AI-Based Educational Environment on Scientific Thinking Skills among Second-Grade Intermediate Female Students in Biology

Abstract

      The aim of this research was to identify the effectiveness of implementing an artificial intelligence-based learning environment on the scientific thinking skills of second-year intermediate female students in biology.

      The research sample consisted of (62) female students, divided into two groups: the first (experimental group), consisting of (31) students, taught using an artificial intelligence-based learning environment; and the second (control group), consisting of (31) students, taught using the traditional method.

      The researcher adopted a partially controlled experimental approach for the two groups, one experimental and the other control, to test their scientific thinking skills. The research tool was a scientific thinking skills test, which included six domains: (observation, questioning, data interpretation, prediction, inference, and experimental design). The test consisted of (24) multiple-choice test items. The researcher also prepared an artificial intelligence-based learning environment, digitally designed to fit the research content (the classification and diversity unit).  The validity and reliability of the tool were verified, and statistical equivalence was established between the two research groups on the following variables: (chronological age, previous achievement, intelligence, and scientific reasoning skills test).

      The results showed a statistically significant difference at the 0.05 level between the average scores of the experimental group students and the average scores of the control group students on the scientific reasoning skills test, in favor of the experimental group. This indicates the effectiveness of the educational environment in raising and improving students' scientific reasoning skills.

       The researcher recommended the adoption of artificial intelligence techniques in designing interactive educational environments, training biology teachers on designing and using such environments, and conducting similar studies for different academic levels and subjects.