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Quasi-experimental study finds AI integration boosts academic hope in gifted girls, suggesting gender-responsive educational designs.
This quasi-experimental study examined the effects of an AI-integrated 5E-STEM instructional approach compared to conventional 5E-STEM on academic achievement, academic hope, and performance expectancy among gifted eighth-grade students. Participants (N = 121; 64 female, 57 male) were recruited from gifted schools in Tehran and assigned to an experimental group (n = 68) receiving AI-enhanced instruction or a control group (n = 53) conducting manual data analysis within the 5E-STEM framework. ANCOVA results revealed no significant group differences in academic achievement (all p > .05) or performance expectancy (all p > .05). However, a significant Condition × Gender interaction emerged for academic hope (p = .028, η 2 = 0.041). For the overall sample, significant effects were found for total academic hope (p = .012, η 2 p = 0.052), hope to gain life skills (p = .050, η 2 p = 0.032), and hope to gain competency (p = .024, η 2 p = 0.043). Girls in the experimental group demonstrated significant gains in total academic hope (p = .021, η 2 p = 0.085) and across subscales: hope for opportunities (p = .050, η 2 p = 0.069), life skills (p = .043, η 2 p = 0.066), and competency (p = .001, η 2 p = 0.164). No significant effects were found for boys across any outcome (all p > .05). These findings suggest that AI-integrated pedagogies within 5E-STEM can enhance non-cognitive outcomes for gifted female students, underscoring the importance of gender-responsive designs in educational technology research and practice.
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Mirzaie et al. (2026) studied this question.
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