การเสริมสร้างสมรรถนะการคิดเชิงข้อมูลด้วยการประยุกต์ใช้ปัญญาประดิษฐ์ สำหรับนักเรียนระดับประถมศึกษา

Sittichai  Pomtong; Onnitcha  Thossata; Sita  Tubmongkhon

Authors

Sittichai Pomtong Bachelor of Science, Faculty of Business Administration and Information Technology, Nakhonratchasima College
Onnitcha Thossata Master of Education, Faculty of Education, Nakhonratchasima College
Sita Tubmongkhon Bachelor of Science, Faculty of Business Administration and Information Technology, Nakhonratchasima College

Keywords:

Competency Enhancement, Data-Driven Thinking, Application of Artificial Intelligence

Abstract

This quasi-experimental research aimed to (1) develop artificial-intelligence (AI)–integrated learning activities that enhanced data-driven thinking competencies, 2) compare students’ data-driven thinking competencies before and after learning management, and (3) examine learners’ satisfaction on AI-based activities. The participants were 30 students from Ban Nong Ta Khong School, under Nakhon Ratchasima Primary Educational Service Area Office 1. A multi-stage sampling method was employed. A purposive sampling method was used to select schools consisting of adequate technological infrastructure. Then a classroom was randomly selected using cluster sampling, and all 30 students from that classroom were chosen. Research instruments were: (1) a 20-item data-driven thinking competency test with 5 maximum score with difficulty index=0.25–0.78, discrimination index=0.33–0.68, and KR-20 =.81; (2) a 20-item learner-satisfaction questionnaire with Cronbach’s = .79; and (3) a semi-structured interview with IOC = 0.67–1.00. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (dependent/paired-samples t-test and Cohen’s d for effect size). Research findings showed that: (1) The developed learning activities consisted of three activities: "Future Information Detectives," "AI Fake News Detector," and “Headline-Only News Analyst.” These activities integrated AI technology and emphasized a five-step thinking process. Experts assessed the appropriateness at a high level ( $\bar{X}$ = 3.90, S.D. = 0.57). (2) Post-test information thinking competency scores ( $\bar{X}$ = 3.88, S.D. = 0.31) were significantly higher than pretest scores ( $\bar{X}$ = 2.15, S.D. = 0.35) at .01 level (t = 16.905, p < .01), indicating a very large effect (reported Cohen’s d = 5.33), demonstrating the high practical significance of the activities. (3) Learners’ satisfaction with AI-enhanced learning activities was at a high level ( $\bar{X}$ = 4.29, S.D. = 0.60).

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