The Effect of AI-Supported Patriotism Education Based on Folk Tales on Hearing-Impaired Primary School Students: An Experimental Study
DOI:
https://doi.org/10.46328/ijtes.8662Keywords:
Impaired students, AI-supported teaching, Patriotism education, Kazakh folk talesAbstract
This study aims to examine the effect of AI-assisted patriotic education based on Kazakh folk tales on the academic achievement and attitudes towards the lesson of hearing-impaired 3-4th-grade primary school students. The research was conducted using a quasi-experimental design with a pre-test-post-test control group. The study group consisted of a total of 31 hearing-impaired students attending a primary school in Almaty. In the experimental group, 16 students received AI-assisted instruction, while the 15 students in the control group received the same content using traditional methods. The experimental process was conducted for six weeks; AI avatars, visual generation tools, chatbots, story completion applications, and sentiment analysis tools were used in the experimental group. In the control group, teacher-centered instruction, printed visuals, and traditional activities were preferred. The Patriotism Concept Achievement Test and the Attitude Scale towards the Lesson were used as data collection tools. The obtained data were analyzed using non-parametric tests. The findings showed no significant difference between the experimental and control groups before the intervention. However, after the intervention, it was determined that the experimental group had significantly higher scores in both academic achievement and attitude towards the lesson compared to the control group. The results show that AI-supported and culturally-oriented teaching applications facilitate the understanding of abstract concepts by hearing-impaired students, increase their learning motivation, and make values education more effective. The research offers important implications for the use of AI-supported cultural teaching applications in special education.
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