Investigating the impact of artificial intelligence in reducing stress, anxiety, and increasing students' skills

Determining the impact of artificial intelligence in reducing stress, anxiety, and increasing students' skills

This study is a quasi-experimental, two-group, double-blind study conducted on 30 female high school students in Izeh city (15 in each group). The students were assigned by simple randomization using the RAND function in Excel; each student was first given an identification code and, after sorting based on random numbers, was divided into two groups: an artificial intelligence-based intervention and a control group.

This study will use a field experimental research method and an extensive pre-test and post-test design. The research will be conducted in a girls' high school. All clinical caregivers and evaluators who interpret the data and all information will be kept confidential and participants will be given pseudonyms.

Inclusion criteria Being between 15 and 18 years of age. Being a secondary school student. Willingness to participate in the study. Exclusion criteria Having a physical illness that may interfere with the treatment process. Use of psychiatric medications.

Intervention group: Teaching mathematics using artificial intelligence tools based on the Rezaei package (1403), in the form of 8 90-minute sessions, one session per week, and implemented in groups. This intervention will include the guided use of artificial intelligence systems to teach mathematical concepts, providing exercises appropriate to the students' learning level, receiving immediate feedback, troubleshooting, step-by-step problem solving, and practicing problem-solving skills. Control group: Will receive mathematics instruction in the traditional way.

Stress; Anxiety; Problem-solving skills

In this study, simple randomization method is used to assign female high school students in Izeh city to two experimental and control groups. The randomization unit in this study is female high school students who meet the conditions for entering the study and have given their informed consent and that of their parents or legal guardians to participate in the study. First, a complete list of volunteer students who have been selected based on the study entry criteria is prepared. Then, each participant is assigned a unique numerical identification code. These codes are entered into the Random Number Generator software and a random number is generated for each student. After generating these numbers, the participants are sorted in ascending order based on the value of the random number. Then, individuals are assigned to two groups; sequentially, half of the students on the list are assigned to the experimental group and the other half to the control group.

In order to control bias and improve the internal validity of the research, this study was designed with a double-blind protocol; in this way, the outcome assessor (the one who measures the variables of stress, anxiety, and math skills) and the data analyst will be kept unaware of the allocation of female high school students in Izeh city to the experimental and control groups. In this process, the outcome assessor will administer stress, math anxiety, and math skills performance tests at all stages of the pre-test and post-test, without knowing the assigned group of the participants, in order to prevent bias in the assessment; also, all raw data will be provided to the statistical analyst with anonymous codes (such as groups 1 and 2), and the true nature of the groups will not be revealed until the end of the data analysis process. All allocation steps will be performed by an independent person from the research team, and the decoding of the allocation codes will only be done after the final completion of the statistical analyses.

Participant data is completely confidential and I do not intend to publish it.