فاعلية برنامج تدريبي مستند إلى أدوات الذكاء الاصطناعي في تنمية مهارات الحل الإبداعي للمشكلات

Haya Mahmoud  Abu Asba; Hamza Abdul Karim Al-Rababah

doi:10.35516/Edu.2026.13368

Authors

Haya Mahmoud Abu Asba Department of Counseling and Educational Psychology, Faculty of Educational Sciences, Yarmouk University, Irbid, Jordan. https://orcid.org/0009-0003-4340-876X
Hamza Abdul Karim Al-Rababah Department of Counseling and Educational Psychology, Faculty of Educational Sciences, Yarmouk University, Irbid, Jordan https://orcid.org/0000-0001-7121-8849

DOI:

https://doi.org/10.35516/Edu.2026.13368

Keywords:

Training program, artificial intelligence tools, creative problem solving skills.

Abstract

Objectives: This study examined the effectiveness of a training program based on artificial intelligence tools in developing creative problem-solving skills among tenth-grade students in the Haifa District.

Methods: An experimental design was employed. The sample comprised 75 students distributed across three intact mixed‑gender tenth‑grade classes in a single school. The classes were randomly assigned to three groups: the first experimental group (classroom-based training), the second experimental group (training using artificial intelligence tools), and a control group, with 25 students in each group. The Torrance Tests of Creative Thinking were administered as pre‑, post‑, and follow-up measures to all participants, while the training program was implemented only with the two experimental groups.

Results: The results indicated statistically significant differences between pre‑ and post‑test mean scores in creative problem-solving skills (fluency, flexibility, and originality) in favor of the post‑test among both experimental groups. The second experimental group (artificial intelligence–based training) outperformed both the first experimental group (classroom-based training) and the control group. In addition, no statistically significant differences were found between post‑test and follow-up test scores in creative problem-solving skills attributable to group membership.

Conclusion: The findings demonstrate the effectiveness of an artificial intelligence–based training program in enhancing creative problem‑solving skills among tenth‑grade students and in maintaining stable performance over time.

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