The Implementation of Artificial Intelligence (AI)-Based Learning Media in Primary Education
Abstract
The rapid advancement of Artificial Intelligence (AI) holds immense potential for transforming instructional media in primary education. However, its integration faces challenges related to educators' technical readiness and students' potential cognitive dependence. This study aims to quantitatively analyze the impact of implementing AI-based learning media in primary schools across four key indicators: material preparation time efficiency, learning appeal and student engagement, operational constraints due to lack of training, and teacher apprehension regarding student dependency. A quantitative survey approach was employed. Data were collected from 50 primary school teachers ( = 50 ) using a structured Google Forms questionnaire distributed online via WhatsApp. The survey utilized multiple-choice items grounded in ratio, percentage, ordinal frequency, and Semantic Differential formats. Data were analyzed using parametric descriptive statistics and non-parametric inferential Chi-Square Goodness-of-Fit tests. Findings revealed that: (1) AI significantly reduced material preparation time, with 64% of teachers saving > 6 hours/week ( = 3.46 ; 𝐷 = 0.81 ); (2) AI markedly enhanced learning appeal, with 68% of teachers estimating a 76%–100% increase in student engagement ( = 3.52 ; 𝐷 = 0.79 ); (3) Teachers experienced statistically significant operational hurdles due to a lack of formal training ( 2 = 33.52 , < 0.0001 ), with 90% frequently or always encountering technical difficulties; and (4) There was a statistically significant level of pedagogical concern ( 2 = 18.32 , = 0.0004 ), with 80% of educators worried that AI over-reliance could diminish students' critical thinking skills. The application of AI in primary education serves as a powerful accelerator for teaching efficiency and student engagement. Nevertheless, its sustainable optimization necessitates structured digital pedagogical training for teachers and clear instructional scaffolding to mitigate cognitive technology dependency among young learners.