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The Effect Of Ai-Assisted Learning Approaches On Academic Performance, Artistic Creations, And Motivation In Art Education Among Primary School Students Of Different Genders In An Institution In China

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dc.contributor.authorSu, Hanjun
dc.date.accessioned2026-05-06T02:26:53Z
dc.date.available2026-05-06T02:26:53Z
dc.date.issued2025-02
dc.description.abstractThe aim of this study was to explore the impact of ai-assisted learning approaches on primary school students' academic performance, artistic creations, and learning motivation across different genders. A 2x2 quasi-experimental factorial design was employed. The independent variables were the two ai-assisted learning approaches: ai-assisted student-centred learning (aiscl) and ai-assisted teachercentred learning (aitcl). Gender served as the moderator variable, while the dependent variables were academic performance, artistic creations, and motivation. The study involved a sample of 256 primary school students from china, who were randomly assigned to two groups, each learning under one of the ai-assisted approaches. Both descriptive and inferential statistics were applied to analyse the data. T-tests, anova, and ancova were used to assess the significant differences in academic performance, artistic creations, and learning motivation between the groups, as well as to evaluate the interaction effects between the independent variables on the dependent variables.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/24110
dc.language.isoen
dc.subjectPrimary education
dc.titleThe Effect Of Ai-Assisted Learning Approaches On Academic Performance, Artistic Creations, And Motivation In Art Education Among Primary School Students Of Different Genders In An Institution In China
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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