تاثیر استفاده از چت بات اجتماعی بر مهارت شهروندی و کیفیت یادگیری دانش آموزان پایه چهارم ناحیه 4 شهر شیراز
محورهای موضوعی : تعلیم و تربیت
1 - گروه علوم تربیتی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.
2 - گروه علوم تربیتی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.
کلید واژه: کیفیت یادگیری, مهارت شهروندی, چت بات.,
چکیده مقاله :
مقدمه و هدف: چت‌بات‌های اجتماعی، به‌ویژه چت‌جی‌پی‌تی، با قابلیت پاسخ‌دهی دقیق و تعامل فعال، ظرفیت بالایی در پشتیبانی از آموزش‌های غیررسمی، آموزش مهارت‌های ارتباطی و توسعه تفکر انتقادی دارند. هدف پژوهش حاضر بررسی تأثیر استفاده از چت‌بات هوش مصنوعی بر مهارت‌های شهروندی و کیفیت یادگیری دانش‌آموزان پایه چهارم ابتدایی ناحیه ۴ شهر شیراز بود.
روش شناسی پژوهش: این مطالعه کاربردی با روش شبه‌آزمایشی و طراحی پیش‌آزمون و پس‌آزمون، شامل دو گروه آزمایش و کنترل انجام شد. جامعه آماری پژوهش کلیه دانش‌آموزان این پایه در ناحیه مذکور (حدود ۱۳۴۰۰ نفر) بود. نمونه ۳۸ نفری به شیوه هدفمند از میان دانش‌آموزان مدارس تصادفی انتخاب شد؛ افرادی که دارای نمرات پایین‌تر در مهارت شهروندی و کیفیت یادگیری بودند و امکان دسترسی به گوشی هوشمند داشتند. این نمونه به دو گروه مساوی تقسیم و آموزش کار با چت‌بات هوش مصنوعی برای گروه آزمایش اجرا گردید. گردآوری داده‌ها به روش کتابخانه‌ای و میدانی صورت گرفت؛ داده‌های کمی با پرسشنامه‌های استاندارد مهارت‌های شهروندی تابش (۱۳۹۱) و کیفیت یادگیری رحمانی (۱۳۸۹) جمع‌آوری شد. روایی ابزارها توسط اساتید تأیید و پایایی آنها با ضریب آلفای کرونباخ محاسبه گردید. مداخله آموزشی به مدت چهار هفته با استفاده از چت‌بات هوش مصنوعی انجام و پس از آن داده‌ها تحلیل شدند. تحلیل داده‌ها با آزمون کولموگروف-اسمیرنوف و تحلیل کوواریانس چندمتغیره با نرم‌افزار SPSS نسخه ۲۷ انجام شد.
یافته ها: نتایج نشان داد استفاده از چت‌بات هوش مصنوعی تأثیر معناداری بر مهارت‌های شهروندی و کیفیت یادگیری ندارد (p > 0.05). همچنین، گروه کنترل در هر دو متغیر عملکرد بهتری نسبت به گروه آزمایش داشت.
بحث و نتیجه گیری: یافته‌ها بیانگر آن است که استفاده از چت‌بات هوش مصنوعی به تنهایی نمی‌تواند موجب بهبود قابل توجه مهارت‌های شهروندی و کیفیت یادگیری دانش‌آموزان با نمرات پایین شود و نیاز به طراحی و اجرای مداخلات جامع‌تر وجود دارد. پژوهشگرانی که در زمینه فناوری آموزشی فعالیت می‌کنند می‌توانند با بهره‌گیری از نتایج این مطالعه، راهکارهای مؤثرتر برای ارتقای مهارت‌های آموزشی ارائه دهند.
Introduction: Social chatbots, especially Chat GPT, with their accurate response capabilities and active interaction, have a high capacity to support informal education, teach communication skills, and develop critical thinking. The aim of the present study was to investigate the effect of using an artificial intelligence chatbot on citizenship skills and the quality of learning of fourth-grade elementary school students in District 4 of Shiraz.
Research Methodology: This applied study was conducted with a quasi-experimental method and pre-test and post-test design, including two experimental and control groups. The statistical population of the study was all students of this grade in the aforementioned district (about 13,400 people). A sample of 38 people was selected purposively from among students of random schools; those who had lower scores in citizenship skills and learning quality and had access to smartphones. This sample was divided into two equal groups and training with an artificial intelligence chatbot was implemented for the experimental group. Data collection was carried out by library and field methods; quantitative data were collected with the standard Tabesh citizenship skills questionnaire (2012) and Rahmani learning quality questionnaire (2010). The validity of the tools was verified by teachers and their reliability was calculated with Cronbach's alpha coefficient. The educational intervention was conducted for four weeks using an AI chatbot, and then the data were analyzed. Data analysis was performed using the Kolmogorov-Smirnov test and multivariate analysis of covariance using SPSS version 27.
Findings: The results showed that the use of an AI chatbot had no significant effect on citizenship skills and learning quality (p > 0.05). Also, the control group performed better than the experimental group in both variables.
Conclusion: Findings indicate that the use of an AI chatbot alone cannot significantly improve citizenship skills and learning quality of students with low scores, and there is a need to design and implement more comprehensive interventions. Researchers working in the field of educational technology can provide more effective solutions for improving educational skills by utilizing the results of this study.
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