The Impact of Employing Artificial Intelligence Technologies on Ninth Grade Female Students' Achievement in Islamic Education, Visual Thinking Development, and Learning Motivation

The present study aimed to investigate the impact of employing artificial intelligence (AI) technologies on the academic achievement of ninth grade female students in Islamic Education, as well as the development of their visual thinking skills and learning motivation. The study employed a quasi-experimental design, consisting of an experimental group and a control group. The experimental group included 30 students who were taught using AI technologies, while the control group, also consisting of 30 students, was taught using traditional methods. To achieve the objectives of the study, three tools were used: an achievement test comprising 30 questions, a visual thinking skills test consisting of 23 questions distributed across five skills and a learning motivation scale composed of 67 items measuring five factors (with validity confirmed by experts and reliability coefficients of 0.74, 0.70, and 0.86 respectively). The results revealed statistically significant differences at the 0.05 level between the mean scores of the experimental and control groups in the achievement test, visual thinking test, and learning motivation scale, all in favor of the experimental group. The findings were discussed in light of the theoretical framework and previous studies. The study concluded with a set of recommendations and suggestions.

Technologies, Artificial Intelligence, Visual Thinking

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