The Effect of Artificial Intelligence-Based E-Learning Environment on Students' Attitudes Towards Science Course

This study aims to examine the effects of e-learning environments prepared according to multiple intelligence fields determined by artificial intelligence in science teaching on the attitudes of 5th-grade students towards the science course and to obtain the students' opinions. The study was conducted within the framework of mixed methods. Conducted in the 2022-2023 academic year, the research involved 130 students (58 girls and 72 boys) from one experimental and three control groups at a secondary school in Elâzığ. Quantitative data were collected using the "Science Course Attitude Scale," while qualitative data were gathered through semi-structured interviews. SPSS 23 package program was utilized for quantitative data analysis, performing a One-Way ANOVA, while qualitative data underwent content analysis. Over eight weeks (four hours weekly), the website created for the study first identified the dominant intelligence types of experimental group students. They then received training on the "Matter and Change" unit in an e-learning environment tailored to their intelligence types. In contrast, control groups followed the standard curriculum with teacher-led lessons. The ANOVA results indicated no statistically significant difference in science course attitude scores between the experimental and control groups. However, interviews with experimental group students revealed that their interest, desire, curiosity, and motivation toward the science course increased. They highlighted that the platform tailored to their dominant intelligence types provided benefits such as personalized learning, ease of learning, enjoyable experiences, a positive attitude towards the subject, and an engaging, that is free of boredom learning environment.