Prior knowledge as a predictor of Boundary Learning: a quasi-experimental study with AI-Based Intervention.

Abstract

This study examined the impact of an artificial intelligence (AI)–based pedagogical intervention, integrated into dynamic visualization environments with Desmos and Google Colab, on the learning of the limit concept among Biotechnology students (N = 43). A quasi-experimental design was employed with a control group (n = 18) and an experimental group (n = 25). Results from the Student’s t-test and ANCOVA indicated that the intervention did not produce significant effects on students’ performance in Limits, whereas prior achievement in Functions emerged as a strong predictor of success. Additionally, no significant differences were found between male and female students, nor any interaction between sex and intervention. In conclusion, the learning of Limits depends primarily on prior knowledge of functions.