Applications of Artificial Intelligence and Their Relationship to Spatial Thinking and Academic Emotions Towards Mathematics: Perspectives from Educational Supervisors

Abstract

This study explores the perceptions of educational supervisors regarding the relationship between the utilisation of artificial intelligence (AI) applications and spatial thinking as well as academic emotions towards mathematics. The study incorporates cutting-edge AI technologies, including ChatGPT and Metaverse, in accordance with current methods of teaching mathematics. Various methodologies are employed to meet learning needs and align with labour market expectations. These include integrative, historical, systemic, and open approaches. The study employed a descriptive approach, with the research sample consisting of educational supervisors in the mathematics section at the Al-Kharj Education Department during the first semester of 2024 AD. The study used a researcher-developed questionnaire to collect opinions on the utilisation of AI applications and their relationship to spatial thinking abilities and academic emotions towards mathematics. The participants in this study were educational supervisors, who provided valuable insights to address the research questions. The findings revealed a significant correlation (Rank = 5) between their perspectives on the connection between AI applications and spatial cognition. In addition, a significant correlation (Rank = 4) was found in their perspectives regarding the connection between AI applications and the emotional response of students towards mathematics in an academic setting. The findings emphasise the importance of using AI applications to understand the challenges students face in their daily lives, particularly in terms of spatial thinking skills and academic emotions related to mathematics. These skills are crucial for success in the job market.