The Role of Artificial Intelligence Applications in Enhancing Understanding and Data Analysis Using Mind Maps among Primary School Students within the Green Line

Abstract

The purpose of this study was to see if AI applications can assist kids in elementary school along the Green Line use mind maps to better interpret and evaluate data. There were both public and private elementary schools on different segments of the Green Line that took part in the research. There were 200 kids in grades 4 to 6, 25 teachers, and 5 people in charge of education. The study employed a mixed-methods approach, which meant that it looked at both numbers and words. It utilized standardized questionnaires to find out how well students comprehended and processed the information. It also undertook in-depth interviews with instructors and supervisors to find out what they thought and how they felt about utilizing these tools in the classroom. The results revealed that pupils who used AI algorithms and mind maps were far better at understanding and analyzing than those who didn't. Quantitative data showed that 78% of students' performance on comprehension exams went up, and 82% of teachers indicated that pupils got better at understanding difficult content. The qualitative results revealed that there were various benefits, such as higher participation in class, promotion of self-directed learning, and the development of critical thinking skills. Some of the most essential things that the study found were that instructors require a lot of training on these technologies, schools need to have the necessary technical infrastructure, and schools need to provide particular training programs on how to employ AI in the classroom. The study emphasizes how AI and mind mapping tools might totally revolutionize elementary education if they are applied with the correct support and plan.