نوع مقاله : مقاله پژوهشی
موضوعات
عنوان مقاله English
نویسندگان English
This study aimed to investigate the impact of using artificial intelligence-based educational systems on learning geometry concepts and correcting conceptual errors among 11th-grade mathematics-physics students. Using a qusi-experimental approach (pre-test–post-test with a control group), 110 students from two high schools in Malard County were divided into a control group (traditional method) and an experimental group (AI-based method). The results showed that the students in the experimental group performed significantly better than those in the control group, and 85% of them reported increased interest in geometry. AI-based tools, through behavioral analysis, adaptive learning, and intelligent feedback, had a positive effect on students’ understanding of geometric concepts, motivation, and academic achievement. The findings suggest that integrating artificial intelligence in education can be considered an effective supplement in teaching geometry. The findings support the positive role of smart technologies in developing adaptive learning models for mathematics education. Based on these outcomes, it is recommended that the educational system invests in infrastructure and teacher training to incorporate AI tools, particularly in teaching complex subjects such as geometry.
کلیدواژهها English
