Rashmi Khazanchi, Daniele Di Mitri, Hendrik Drachsler
{"title":"基于人工智能的系统对农村地区数学成绩的影响：定量研究","authors":"Rashmi Khazanchi, Daniele Di Mitri, Hendrik Drachsler","doi":"10.1111/jcal.13098","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Despite educational advances, poor mathematics achievement persists among K-12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI-based systems on mathematics achievement. However, there is a lack of research that has studied AI-based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI-based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th-grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI-based systems in student learning.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>This study aims to explore the effectiveness of Edmentum Exact Path, an AI-based system, in improving 8th-grade students' mathematics achievement and affective and cognitive engagement in the Southern United States.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>This study utilized a quasi-experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path-led instruction and traditional teacher-led methods to a control group receiving only the teacher-led instructions. Mathematics achievement was measured through pre-tests and post-tests, while student engagement was assessed using the 5-point Student Engagement Instrument (SEI). Statistical analysis was performed using <i>t</i>-tests and ANOVA.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher-led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>The findings suggest that integrating AI-based systems like Edmentum Exact Path may enhance affective engagement in mathematics among students from rural areas. However, the impact on cognitive engagement remains unclear, indicating a need for further research. These results support the potential for integrating AI-based systems to enhance mathematics achievement in rural settings.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13098","citationCount":"0","resultStr":"{\"title\":\"The Effect of AI-Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study\",\"authors\":\"Rashmi Khazanchi, Daniele Di Mitri, Hendrik Drachsler\",\"doi\":\"10.1111/jcal.13098\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Despite educational advances, poor mathematics achievement persists among K-12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI-based systems on mathematics achievement. However, there is a lack of research that has studied AI-based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI-based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th-grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI-based systems in student learning.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>This study aims to explore the effectiveness of Edmentum Exact Path, an AI-based system, in improving 8th-grade students' mathematics achievement and affective and cognitive engagement in the Southern United States.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>This study utilized a quasi-experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path-led instruction and traditional teacher-led methods to a control group receiving only the teacher-led instructions. Mathematics achievement was measured through pre-tests and post-tests, while student engagement was assessed using the 5-point Student Engagement Instrument (SEI). Statistical analysis was performed using <i>t</i>-tests and ANOVA.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher-led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>The findings suggest that integrating AI-based systems like Edmentum Exact Path may enhance affective engagement in mathematics among students from rural areas. However, the impact on cognitive engagement remains unclear, indicating a need for further research. 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The Effect of AI-Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study
Background
Despite educational advances, poor mathematics achievement persists among K-12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI-based systems on mathematics achievement. However, there is a lack of research that has studied AI-based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI-based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th-grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI-based systems in student learning.
Objective
This study aims to explore the effectiveness of Edmentum Exact Path, an AI-based system, in improving 8th-grade students' mathematics achievement and affective and cognitive engagement in the Southern United States.
Methods
This study utilized a quasi-experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path-led instruction and traditional teacher-led methods to a control group receiving only the teacher-led instructions. Mathematics achievement was measured through pre-tests and post-tests, while student engagement was assessed using the 5-point Student Engagement Instrument (SEI). Statistical analysis was performed using t-tests and ANOVA.
Results and Conclusions
The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher-led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups.
Implications
The findings suggest that integrating AI-based systems like Edmentum Exact Path may enhance affective engagement in mathematics among students from rural areas. However, the impact on cognitive engagement remains unclear, indicating a need for further research. These results support the potential for integrating AI-based systems to enhance mathematics achievement in rural settings.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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