Document Type : Original Article

Authors

• Marmar Khanmohammadi ¹
• Katayoon Hamidizadeh ²

¹ Teacher at the Arak District 2 Department of Education, Arak, Iran

² Department of Educational Sciences, Farhangian University, Tehran, Iran

Abstract

The aim of the present study is to explore the lived experiences of tenth-grade students regarding AI-based personalized learning in the teaching of logic. The study was conducted using a qualitative approach and a phenomenological method. The participants were tenth-grade female students who had experience learning logic and were selected through purposive sampling of the typical-case type. Data were collected through individual semi-structured interviews and analyzed using thematic analysis. To enhance the credibility and reliability of the findings, member checking (review of the results by the participants) and peer review (independent examination of the coding by a second researcher) were employed. Data analysis resulted in the identification of 12 organizing themes and 25 basic themes. The organizing themes included making abstract concepts in logic more concrete and meaningful, reducing anxiety and fear of failure, increasing motivation through appropriately tailored challenges, enhancing metacognition and self-regulation, strengthening problem-solving and step-by-step reasoning, developing a positive relationship with the content of logic, increasing self-efficacy and feelings of competence, adapting content presentation to students’ learning needs and preferences, receiving immediate and constructive feedback, increasing interaction and engagement, reducing pressure resulting from differences in learning pace, and infrastrtural and implementation challenges. The findings indicated that, from students’ perspectives, AI-based personalized learning can go beyond transmitting educational content to make abstract concepts more meaningful, increase engagement, reduce anxiety, strengthen self-regulation and self-efficacy, and improve the overall learning experience in logic. However, realizing the educational potential of this approach depends on the availability of technological infrastructure, stable access, and appropriate instructional design. Accordingly, AI-based personalized learning can be considered an innovative approach to redesigning logic instruction and addressing individual differences among students.

Keywords

• Lived Experience
• Personalized Learning
• Artificial Intelligence
• Logic Lesson

Main Subjects

• الگوهای برنامه درسی