The impact of artificial intelligence-assisted engineering design process on the reasoning abilities, perceptions of the process, and academic achievements in the unit of matter among 5th grade middle school students

Objective: This study aims to investigate the effects of the artificial intelligence supported engineering design process on the reasoning abilities, perceptions of the process, and academic achievements of middle school 5th grade students in the Unit of Matter's Nature. Materials and Method: The study group consists of 12 middle school 5th grade students who are enrolled in the 2024-2025 academic year. Activities with the study group were conducted over a period of 8 weeks. The model of this study is an explanatory, embedded single-case study. Convenience sampling, one of the purposeful sampling methods, was employed in the research. The data of the study were collected using the "Reasoning Rubric for the Engineering Design Process," the "Semi-Structured Interview Questions for the Artificial Intelligence Supported Engineering Design Process" developed by the researcher at the end of the process, and the "5th Grade Matter's Nature Unit Achievement Test," which was administered at both the beginning and the end of the process. Activities based on the artificial intelligence supported engineering design process were utilized in the study group. Findings: The analysis of the research data revealed that the artificial intelligence supported engineering design process significantly increased the academic achievements of middle school 5th grade students in the Unit of Matter's Nature. The pre-test average of the participants was 12.79, while the post-test average rose to 18.82 (p<0.01). It was determined that students' reasoning skills regarding the engineering design process improved, and they developed positive perceptions of the artificial intelligence supported teaching process. Interactive simulation activities using artificial intelligence tools showed an increase in rubric scores for students' reasoning skills on the topics of the particulate nature of matter, heat and temperature, and phase changes of matter. Conclusion: This study concluded that integrating the artificial intelligence supported engineering design process into the science curriculum is beneficial for students' academic achievements. It was particularly noted that in the instruction of abstract concepts such as the nature of matter, the visualization and simulation capabilities offered by artificial intelligence tools facilitate the learning process. The stages of the engineering design process were found to be effective in advancing students, while the support of artificial intelligence made this process more efficient. Keywords: Artificial intelligence, Engineering design process, Nature of matter, Reasoning.