The impact of using artificial intelligence as a teaching assistant ‎on the motivation and learning of elementary students

Document Type : Fall 2025 Special Issue

Authors

1 M.A. Student in ‎Educational Planning,‎ Islamic Azad University, ‎Science and Research ‎Branch,‎ Tehran, Iran‎

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran‎

10.30473/t-edu.2025.75416.1310

Abstract

The present study aims to investigate the impact of using artificial intelligence ‎‎(AI) as a teaching assistant on the motivation and learning of elementary school ‎students. This research adopts a quasi-experimental design with a pre-test/post-test ‎control group and falls under the category of applied research in terms of purpose. ‎The statistical population includes all fourth-grade female students in District 2 of ‎Karaj (according to the Education Statistics website, 1,400 students) during the ‎‎2024-2025 academic year. A convenience sampling method was used to select 40 ‎fourth-grade female students, who were then randomly assigned to either an ‎experimental group (20 students) or a control group (20 students). Data collection ‎tools included the Academic Motivation Questionnaire (ISM) by McInerney and ‎Sinclair (1992) and the Learning Questionnaire by McDermott (1999). AI-based ‎instruction in this study was implemented for the experimental group over ten 60-‎minute sessions using smartboards, augmented reality (AR), and virtual reality ‎‎(VR). Analysis of covariance (ANCOVA) was used to analyze the data and test the ‎hypotheses. The results indicated that the use of AI as a teaching assistant has a ‎significant effect on the motivation and learning of elementary school students. ‎Therefore, it is recommended that interactive AI-based educational tools be ‎designed to provide more personalized responses to each student's needs, thereby ‎enhancing their motivation and learning levels

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History

  • Receive Date: 08 August 2025
  • Revise Date: 31 August 2025
  • Accept Date: 14 November 2025
  • First Publish Date: 14 November 2025
  • Publish Date: 22 November 2025

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