RAWAN MAHMOUD ABU-SEIF,JIHAN SANALLA,DR. ALIA ASSALI
DOI: https://doi.org/This research investigates the effect of an artificial intelligence-powered chatbot (AAR.SS.AI) on learning attitudes and academic performance within the context of middle school social studies instruction. Specifically targeting the "Global Transformations" unit of eighth-grade students at a Palestinian public school for the 2024–2025 academic year, this study aims to fill a significant void in empirical research on the implementation of chatbots in humanities education at the middle school level. A quasi-experimental design was employed with 45 students randomly assigned to an experimental group (n = 23) that engaged with the chatbot and a control group (n = 22) that experienced conventional instruction. Academic performance was quantified with standardized pre- and post-tests, and student attitude toward learning was quantified with a validated Likert-scale instrument. The results demonstrated a statistically significant change in academic performance of experimental group students (p = 0.017). Also, students in the chatbot-supported group demonstrated favorable study attitudes with mean scores of 3.4 to 4.1 on the attitude scale. These results show that chatbot-facilitated teaching can effectively promote cognitive and affective learning outcomes in social studies education. The research underscores the pedagogical value of artificial intelligence tools in enhancing student motivation and heightening the efficacy of instruction in middle school classrooms. It challenges future research to assess the scalability and cross-curricular applications of learning environments supported by chatbots.
