Innovative learning strategies for Social Studies in the era of AI

Abstract

The rapid advancement of artificial intelligence (AI) presents transformative opportunities for education, particularly in Social Studies, where traditional methods often struggle to engage students and foster deep understanding. This study investigates the effects of two AI-driven learning strategies—virtual assistant chatbots and AI-powered web-based platforms—on student outcomes in Social Studies education. Conducted in Colleges of Education across South-South Nigeria, the research employed a quasi-experimental pretest-posttest control group design with 457 students. Participants were assigned to either virtual assistant, web-based platform, or traditional instruction groups, with learning outcomes measured using a validated 40-item Social Studies Achievement Test (SSAT). Results demonstrated significant improvements in the experimental groups. The virtual assistant group achieved a mean gain of +26.27 points (vs. +11.29 in the control group), while the web-based platform group showed a +29.27-point gain (vs. +11.27). ANCOVA analyses indicated that AI tools accounted for substantial variance in posttest scores. These findings advocate for AI as a catalyst for equitable, student-centered learning in humanities education. Among other recommendations include blended learning integration, institutional investment in AI infrastructure, policy frameworks for ethical implementation, and culturally responsive EdTech development.