International Journal of New Developments in Education, 2024, 6(10); doi: 10.25236/IJNDE.2024.061005.
Lanlan Zhang1, Jinshuai Qu1, Zhenping Zhang2
1Yunnan Minzu University, Kunming, Yunnan, 650500, China
2Kunming Institute of Precision Machinery, Kunming, Yunnan, 650500, China
With the rapid development of artificial intelligence technology, personalized learning has gradually become an important trend in STEM education in primary and secondary schools. This paper explores the multifaceted impact of personalized learning driven by artificial intelligence on STEM education in primary and secondary schools. By analyzing adaptive learning platforms, intelligent feedback systems, and data-driven teaching strategies, we found that artificial intelligence significantly improves students' learning outcomes, making teaching more flexible and efficient. Personalized learning enables students to learn according to their individual needs and interests, enhancing their learning experience and sense of participation. At the same time, teachers can use artificial intelligence tools to monitor and adjust teaching content in real time, thereby improving the pertinence of teaching. Although the application of artificial intelligence has brought many advantages, it also faces challenges such as data privacy and technological dependence. Future research should focus on these challenges and explore how to better balance the application of technology with educational ethics. Overall, personalized learning driven by artificial intelligence has a profound impact on STEM education in primary and secondary schools, providing new opportunities for innovation and progress in the field of education.
artificial intelligence, Personalized learning, STEM education in primary and secondary schools
Lanlan Zhang, Jinshuai Qu, Zhenping Zhang. The Impact of Personalized Learning Driven by Artificial Intelligence on STEM Education in Primary and Secondary Schools. International Journal of New Developments in Education (2024), Vol. 6, Issue 10: 29-34. https://doi.org/10.25236/IJNDE.2024.061005.
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