The Effect of a proposed IA-Based Educational Software on Teaching Algorithms and Programming and Measuring Its Efficacy on the Levels of Creative Thinking of 10th-Grade Students in Jordan

Abstract

The study aims to explore the effect of proposed IA-based educational software on teaching algorithms and programming and measuring its efficacy on the levels of creative thinking of 10th grade students in Jordan. The study sample consists of (49) male and female students from the 10^th-grade at the University of Jordan School of the Directorate of Special Education in the University District in the Capital Governorate of Amman in Jordan during the first semester of 2019/2020. Two sections were randomly selected and divided into two groups: an experimental group consisting of (24) male and female students taught using the IA-based educational software, and the other is a control consisting of (25) students taught in the traditional method. To achieve the aim of the study, the Creative Thinking Scale (CTS) of the Verbal Test (A) is used. The study shows that there are statistically significant differences between the arithmetic means of the 10^th-grade students’ scores in the pre and post-creative thinking test according to the teaching method variable and in favor of the experimental group. The study recommends including artificial intelligence because of its importance in developing thinking skills in general and creative thinking in particular.