Education Sciences, Год журнала: 2025, Номер 15(1), С. 102 - 102
Опубликована: Янв. 18, 2025
Artificial Intelligence (AI) has gained significant prominence in science education, yet its practical applications, particularly teacher training, remain underexplored. Specifically, there is a lack of research on AI’s potential to support personalized professional development through automated analysis classroom interactions and tailored feedback. As education requires skill complex scientific concepts within problem-based learning (PBL) contexts, growing need for innovative, technology-driven instructional tools. AI-generated videos are increasingly recognized as powerful tools enhancing educational experiences. This study investigates the impact videos, designed using established design principles, self-efficacy, task performance, outcomes education. Employing within-subjects design, current included pre-test, post-test, transfer assessments evaluate durability transferability, consistent with design-based methodology. Moreover, this compares effectiveness two video formats: one an embedded preview feature allowing learners key before detailed instruction (video-with-preview condition) another without (video-without-preview condition). It specifically examines role features these during training 55 Greek pre-service teachers (n = 55; mean age 27.3 years; range 22–35). The results demonstrated that effectively supported knowledge retention. However, no differences were observed between across all assessed metrics tests. These findings also indicate can enhance retention, transfer, positioning them promising assets limited highlights careful evaluation elements, such interactivity adaptive algorithms, fully realize their potential.
Язык: Английский