This research aims to identify Chatbots and their role in developing cognitive aspects for elementary female students – Grade 6 – in Jeddah, using the tool of cognitive test. After validating (or: rating) the tool, and checking its validity and reliability (constancy), it is applied to an exploratory sample of 10 students selected on purpose. The researcher used the quasi-experimental method and it was applied to two groups: experimental and control groups. After calculating the students' grades and processing them statistically, the results show statistically function differences at ≥ 0.05 in the grades of the members of the two groups in favor of the experimental group in both before-after applications of the cognitive test. Results also indicate the existence of significant function differences in the after-application of the test between the two groups at the levels of remembering, understanding and applying in favor of the experimental group. This emphasizes the efficiency of AI Chatbot in developing cognitive aspects in six-grade-students in Jeddah. Besides, the results taken from (Log) at the site of smart Chatbot after their processing show the students' attraction towards engaging in chatting with the robot, in the experimental group, to ask about specific information. Therefore, the rate of using the system by the students as a supporting tool of learning contributed to improving the students' learning outputs in the achievement test. In the light of these results, the researcher provided a number of recommendations and proposals. (Published abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
العمري، زهور حسن ظافر. (2019). أثر استخدام روبوت دردشة للذكاء الاصطناعي لتنمية الجوانب المعرفية في مادة العلوم لدى طالبات في المرحلة الابتدائية . المجلة السعودية للعلوم التربوية. ع. 64، يونيو 2019. ص ص. 23-48 تم استرجاعه من search.shamaa.org .