آمار

تعداد نشریات25
تعداد شماره‌ها480
تعداد مقالات3,714
تعداد مشاهده مقاله5,382,159
تعداد دریافت فایل اصل مقاله2,518,628
Kiani, Somayeh, Amini, Anahita. (1404). Enhancing Conceptual Understanding in Magnetism through AI-Powered Tools: A Mixed-Methods Study with High School Students. نظریه و عمل در تربیت معلمان, (), -. doi: 10.48310/esip.2025.19823.1017
Somayeh Kiani; Anahita Amini. "Enhancing Conceptual Understanding in Magnetism through AI-Powered Tools: A Mixed-Methods Study with High School Students". نظریه و عمل در تربیت معلمان, , , 1404, -. doi: 10.48310/esip.2025.19823.1017
Kiani, Somayeh, Amini, Anahita. (1404). 'Enhancing Conceptual Understanding in Magnetism through AI-Powered Tools: A Mixed-Methods Study with High School Students', نظریه و عمل در تربیت معلمان, (), pp. -. doi: 10.48310/esip.2025.19823.1017
Kiani, Somayeh, Amini, Anahita. Enhancing Conceptual Understanding in Magnetism through AI-Powered Tools: A Mixed-Methods Study with High School Students. نظریه و عمل در تربیت معلمان, 1404; (): -. doi: 10.48310/esip.2025.19823.1017

Enhancing Conceptual Understanding in Magnetism through AI-Powered Tools: A Mixed-Methods Study with High School Students

Physics Journal | Farhangian University
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 شهریور 1404
نوع مقاله: Original Paper
شناسه دیجیتال (DOI): 10.48310/esip.2025.19823.1017
نویسندگان
Somayeh Kiani* 1؛ Anahita Amini2
1Department of physics Education, Farhangian university, P. o. Box 14665-889, Tehran, Iran.
2Department of Physics Education, Tehran, Iran.
چکیده
This research examines the influence of artificial intelligence (AI)-enabled instruments on comprehension, engagement, and retention of knowledge within high school physics education, particularly emphasizing the topic of magnetism. A mixed-methods methodology was utilized, merging a validated questionnaire distributed to 100 eleventh-grade pupils with qualitative analyses of open-ended responses alongside the practical application of selected AI instruments. The intervention comprised the employment of AI chatbots (e.g., ChatGPT), interactive simulations (PhET, Mozaik), concept mapping (Mindomo), and AI-generated educational music (Suno.ai). Quantitative findings demonstrated a significant consensus (78–85%) among students regarding perceived enhancements in understanding and engagement. Qualitative assessment indicated that chatbots and simulations were especially efficacious in elucidating misconceptions and facilitating the visualization of abstract concepts. A theoretical framework grounded in cognitive load theory and principles of multimedia learning is incorporated to elucidate the findings. Notwithstanding limitations pertaining to generalizability and access to technology, the research posits that a deliberate integration of AI tools can augment student-centered learning within the domain of physics. Suggestions for educators and avenues for future research are elaborated upon.
کلیدواژه‌ها
Magnetism؛ artificial intelligence؛ cognitive load theory؛ multimedia learning؛ mixed methods
آمار
تعداد مشاهده مقاله: 2


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب