The Use of AI in Early Childhood Education Psychological Implications for Attention Memory and Social Development

Abstract

The purpose of the research was to determine the impact of interactive Artificial Intelligence (AI) instruments on attention and memory improvement of 6-10 years of primary school students in the Islamic Republic of Pakistan, Punjab. This was a quantitative design where the population sample size was 230 students with the snowball method of population sampling incorporating the government and the private schools. It involved collecting data using a structured questionnaire and data analysis which was in form of correlation, regression and ANOVA. The findings have revealed that there is a positive correlation that exists between the use of AI tools and the level of attention among children. Regression analysis also indicated that interactive AI-Based tools were a very good predictor of memory enhancement in the students. Beyond that, the findings of the ANOVA provided further evidence by confirming that there actually exists a cumulative difference in the outcomes of the cognitive skills based on the frequency of using AI tools. The article supports the work that has already been done concerning the necessity of the introduction of digital tools helping to raise the level of engagement and performance rates among students. It makes an inference that with the extensive use of interactive AI-based programs, it is the cognitive steady younger learners develop to the positive effects of interacting with various programs. The researchers recommend that AI-based learning at the early education level should be promoted. Future research should venture into the long-term implications in addition to taking into consideration the other logical and emotional components of learning to provide harmony in the AI-based learning experiences.