Adaptive learning based strategy with artificial intelligence for learning mathematical functions of high school students: Estrategia basada en aprendizaje adaptativo con Inteligencia Artificial para el aprendizaje de funciones matemáticas de estudiantes de secundaria
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| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | Technology is revolutionizing teaching and learning at all levels of education, and among others, adaptive learning platforms powered by artificial intelligence (AI) are emerging as a viable alternative, especially in mathematics learning. The aim of the study was to analyze how an adaptive learning strategy based on artificial intelligence improves the learning of mathematical functions in secondary school students. A quantitative, comparative, pretest-posttest methodology was developed for a sample of 192 eleventh grade secondary students from a public school in Costa Rica. They were first given a diagnostic test of their knowledge of mathematical functions and then received interventions using the Smartick adaptive learning platform with AI. Finally, they were given a final assessment test. The students' performance before and after the intervention was compared using the Bayesian factor for group equality, which confirmed the influence of the intervention on academic performance. The results indicated a significant increase in student performance following the implementation of the intervention, with very strong probabilistic evidence supporting the hypothesis of higher performance on the post-test ($BF_{10} > 1$). This result was independent of gender, i.e., the improvement in performance was the same for males and females. After the intervention, males achieved significantly higher performance, suggesting that they benefited more from the adaptive learning activities compared to females. It is concluded that the AI-based adaptive learning platform, Smartick, enhances students' knowledge of mathematical functions and improves their performance. However, the differences in how males and females approach the intervention require further investigation. |
| 国: | Portal de Revistas TEC |
| 機関: | Instituto Tecnológico de Costa Rica |
| Repositorio: | Portal de Revistas TEC |
| 言語: | Español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/8388 |
| オンライン･アクセス: | https://revistas.tec.ac.cr/index.php/matematica/article/view/8388 |