In the context of modern education, the teaching and learning of History face significant challenges, particularly learners' passive reception of knowledge and reliance on rote memorization. This study aims to construct an integrated learning environment that combines pedagogical theory and digital technologies to enhance the quality of History education. Through theoretical synthesis and analysis, the article systematizes the relationship between Problem-Based Learning (PBL), digital simulation ecosystems, and Artificial Intelligence (AI). On this basis, the study proposes a Theoretical Framework for Multidimensional History Teaching. The theoretical framework is designed across three interconnected stages: utilizing AI to construct hypothetical problem scenarios, facilitating student interaction with digital historical personas in a multidimensional learning environment, and organizing collaborative group activities to analyze information and solve problems. The research results indicate that the proposed model contributes to shifting the learner's role from passive knowledge reception to active exploration, while simultaneously supporting the development of critical thinking and collaborative skills. Furthermore, the study affirms that AI serves as a supplementary tool in the learning process, whereas teachers retain the central role in guiding cognitive perception, fostering intellectual development, and cultivating ethical and humanistic values for learners.
M. G. Nguyen, T. Nguyen· Scientia. Technology, Scienc...· 0 citations
Artificial intelligence, particularly AI Chatbots, is bringing about significant transformations in mathematics education methods. Through a literature review approach, this paper analyzes the opportunities and challenges, and proposes pedagogical directions when integrating AI Chatbots into self-directed mathematics teaching environments. The synthesized results reveal that AI Chatbots not only support learners in their cognitive processes but also contribute to establishing a psychologically safe learning environment. This tool enables students to learn at their own pace, reduces repetitive calculations to allow a greater focus on higher-order mathematical thinking, and simultaneously fosters metacognition through the development of prompt engineering skills. Despite these benefits, the application of AI in education still presents numerous challenges. Learners may become overly dependent on AI and gradually develop a distorted perception of their own self-learning capabilities, while teachers also encounter significant difficulties in managing and controlling the teaching process. To overcome these limitations, the study proposes three pedagogical directions: transitioning to a human-AI collaboration model in teaching, implementing reverse pedagogical practicums, and notably, exploiting AI errors to create situations that help students hone their reasoning and develop critical thinking skills. Overall, AI can only truly maximize its effectiveness in education when utilized in conjunction with an appropriate pedagogical strategy that has a clear orientation and is actively orchestrated by the educator.
M. G. Nguyen· Scientia. Technology, Scienc...· 0 citations
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