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Harnessing AI and Digital Tools for Micro-Credentialing in Mathematics Education: Enhancing Learning Outcomes for Students With Learning Difficulties
Abstract
Understanding decimal place value is a key challenge for students with Learning Difficulties (LD) in mathematics. This study explores the impact of AI-powered ChatGPT, on enhancing learning during the COVID-19 pandemic. Fifty-four sixth-grade students with learning difficulties from six Greek elementary schools engaged with the interactive platforms Khan Academy and DreamBox, with personalized support from ChatGPT. Results revealed significant improvements in decimal place value comprehension post-intervention. Additionally, this research investigated how AI-powered adaptive platforms enhance the effectiveness of micro-credentials in certifying student achievements and upskilling mathematics teachers. The study highlights the potential of micro-credentials to improve pedagogy in technology-driven learning environments. By integrating AI tools and micro-credentials, this study offers insights into how educators can better support students with LD and the importance of micro-credentials in validating learning progress and advancing teachers' skills in the digital age.
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