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A Needs Assessment for Developing a Web Application Integrated with an Artificial Intelligence Chatbot as a Learning Assistant to Enhance Mathematical Literacy among Lower Secondary School Students |
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| รหัสดีโอไอ | |
| Creator | Anasaya Charoenudompaisal |
| Title | A Needs Assessment for Developing a Web Application Integrated with an Artificial Intelligence Chatbot as a Learning Assistant to Enhance Mathematical Literacy among Lower Secondary School Students |
| Contributor | Jintavee Khlaisang |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2569 |
| Journal Title | An Online Journal of Education (OJED) |
| Journal Vol. | 21 |
| Journal No. | 2 |
| Page no. | 1-19 |
| Keyword | web application, artificial intelligence chatbot, learning assistant, mathematical literacy |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education (OJED) |
| ISSN | 1905-4491 (Online) |
| Abstract | The aims of this study were to: 1) explore lower secondary school students’ basic information regarding digital technology use and mathematics learning; 2) investigate the prioritized needs for developing a web application integrated with an artificial intelligence chatbot as a learning assistant to enhance mathematical literacy; and 3) examine system development guidelines based on mathematics teachers’ opinions. The quantitative sample consisted of 391 lower secondary school students selected through regional cluster sampling, while the qualitative sample included 5 mathematics teachers who were selected through purposive sampling. The research instruments were a questionnaire and a semi-structured interview form. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNImodified), while qualitative data were analyzed using content analysis. The findings revealed that: 1) most students had access to the internet at home and had high levels of experience using artificial intelligence, accounting for 92.58%, while the most common problem in mathematics learning was solving complex problems, accounting for 85.17%; 2) the highest priority need was in the dimension of activity design and platform functions (PNImodified = 0.17), followed by the use of technology for mathematics learning (PNImodified = 0.16) and learning experiences (PNImodified = 0.13); and 3) mathematics teachers suggested that the system should include real-world problem situations, a chatbot capable of providing hints and guiding questions, adaptive questions based on learners’ ability levels, and an individualized progress-tracking system. The findings suggest that the development of the system should emphasize self-directed learning, meaningful interaction, and continuous monitoring of learners’ progress. |
