Revolutionizing History Education Through Artificial Intelligence Based Interactive Maps and Fuzzy Logic Concepts for Decision Making: Evidence from Secondary Schools
Abstract
The blistering development of digital technologies has offered a new chance to revolutionize historical education as a subject of knowledge provided statically as content to an interactive and analytical learning process. In this research, the researcher explores the efficacy of interactive maps based on artificial intelligence combined with the elements of fuzzy logic as a tool to improve the level of historical knowledge and decision making among students in secondary school. The suggested framework allows active spatial-temporal visualization of the past, customizing the learning process with the help of AI-based adaptation, and evaluating the reasoning of students with the help of the fuzzy inference system. The quasiexperimental research design was used, which included the experimental group that will be exposed to the proposed intelligent learning environment and the control group, who will be taught as part of the traditional instructional strategies. The data regarding student interaction were gathered and analyzed to obtain the main pedagogical attributes, such as contextual knowledge, spatial awareness, evaluation of evidence, logical thinking, and reasoning that underlies the decision-making process. A fuzzy logic model has been used in processing these features to create overall decision-making scores. These findings suggest that students that participated in the experiment group scored higher in mean decision-making and historical reasoning in comparison to the control group. The results support the fact that a combination of AI-based interactive maps and fuzzy logic will give a powerful and cognitively compatible approach to assist decision making that is complex historically. The research study provides empirical data to the emerging area of AI-based education and provides a roadmap to enhance the learning outcomes of history in the secondary school setting at a scale.