Practical experience of integrating artificial intelligence into the management of the learning process in computer science classes
DOI:
https://doi.org/10.33910/2687-0223-2025-7-4-271-280Keywords:
artificial intelligence, educational process management, computer science, school, educationAbstract
The study compares a traditional approach to the management of the learning process in computer science lessons with an approach based on the integration of artificial intelligence (AI) tools. The main criteria for comparison included student academic performance, level of engagement, and the teacher’s time spent on lesson preparation. The study was grounded in a functional approach, in which management is viewed as a process of interrelated functions: planning, motivation, organization, leadership, and control. The study involved two groups of 9th-grade students, each consisting of 10 students. In the experimental group, the following AI tools were used: Teach Any for generation of lesson plans, Perplexity for preparation of learning materials, Slides Go AI for generation of presentations; Napkin AI for visual transformation, and Yandex Alice for formulation of survey questions. Time spent on lesson planning, task selection, and preparation of teaching materials in the experimental and control groups was also measured in order to analyze the teacher’s workload. The results showed a steady increase in student engagement and analytical skills in the experimental group. AI tools proved effective for automation and as a means of supporting independent learning. The article concludes with methodological recommendations for computer science teachers planning to integrate AI into their teaching practice. These recommendations address not only the selection of specific tools but also the organization of work at all stages of the lesson.
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