This study aimed to assess the impact of Mathbot, an AI-powered educational tool, on fraction comprehension and situational interest among 4th to 5th-grade students with mathematical learning challenges. Using a quasi-experimental design, the research compared two groups: one that used Mathbot and another that followed a traditional business-as-usual (BAU) teaching approach. Pre- and post-intervention assessments were used to measure changes in student comprehension and interest.
The findings revealed modest gains in fraction comprehension for the Mathbot group. This research underscores the potential of AI tools like Mathbot in enhancing fraction comprehension. Future research is needed to explore the relationship between AI-enhanced tools and student interest in mathematics.
Chair: Dr. Matthew Marino
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