Xây dựng khung năng lực tự học trong dạy học môn Toán sử dụng AI Chatbot kết hợp trò chơi hóa cho học sinh tiểu học

Tóm tắt

In the context of educational reform oriented toward the development of learner competences, self-study competency has emerged as one of the core competencies required of students in the new General Education Curriculum. The integration of AI chatbots and gamification in teaching presents significant potential for fostering self-study competency by providing immediate feedback, personalizing learning content, and enhancing students’ engagement and motivation. This study proposes a competency framework for self-directed learning tailored to primary school students in the context of mathematics instruction, designed in alignment with their developmental characteristics and grounded in the use of AI chatbot-supported, gamified learning. The proposed framework comprises four components and twelve criteria, each clearly described across distinct levels of performance. The DDI (Design, Development and Implementation) (Hinkin, 1995) research method was implemented in this study with 5 main stages in the scale development process, namely: creating an item pool, expert conclusion, application, factor analysis and reliability analysis (Sulasiwi et al., 2019). The development and application of this self-study competency framework aim to assess and effectively support students' self-directed learning, thereby contributing to improved mathematics instruction and meeting the competency standards set for students in general and for primary education in particular.