The Effect of the Interaction Between Artificial Intelligence Tools and Cognitive Style on Developing Digital Storytelling Production Skills Among Female Students of the Faculty of Education at Al-Azhar University and Its Role in Enhancing Their Creative Thinking

Nasr El-Din, Mohamed Mogahed; Hindi, Osama Mohsen Mahmoud

doi:10.21608/jsrep.2025.462348

The Effect of the Interaction Between Artificial Intelligence Tools and Cognitive Style on Developing Digital Storytelling Production Skills Among Female Students of the Faculty of Education at Al-Azhar University and Its Role in Enhancing Their Creative Thinking

Document Type : Original Article

Authors

Assistant Professor of Educational Technology, Faculty of Education, Cairo – Al-Azhar University.

10.21608/jsrep.2025.462348

Abstract

The current research aims to discuss the effectiveness of the cognitive conflict strategy in developing analytical reading skills among female high school students.
With the emergence of artificial intelligence and its tools that facilitate content generation, video production, and even creative writing assistance, a pressing question arises regarding the extent to which these tools influence the ability of female students in colleges of education to produce high-quality digital stories, and how such interaction may contribute to the development of their creative thinking.
This research aimed to study the interactive effect of two Artificial Intelligence tools (Storyboardthat - Artflow) and students' cognitive style (independent - dependent) on the development of digital storytelling skills and creative thinking among a sample of 64 female students at the Faculty of Education, Al-Azhar University. The study used a quasi-experimental approach with a 2x2 factorial design, where students were divided into four experimental groups.
The results showed a statistically significant interaction effect between the AI tool and cognitive style on cognitive achievement, as the Artflow tool proved more effective in enhancing cognitive achievement for students with a dependent cognitive style. Regarding practical performance, the Artflow tool demonstrated overall superiority to Storyboardthat, regardless of the students' cognitive style. However, no statistically significant effect was found on creative thinking from either the tool, the cognitive style, or their interaction.

Keywords

References

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