Asian Journal of Education and Social Studies

AI has the potential to revolutionize the way education is delivered and assessed, ultimately leading to better educational outcomes for students. Incorporating artificial intelligence (AI) in learning is not only convenient for students but also for educators. This action research examined the impact of incorporating AI-powered tools in the context of Geography lessons for grade twelve students in Bhutan, with a specific focus on academic achievements. A convergent parallel research design was employed, which adopted a mixed methods approach. The sample included 24 students studying at Mongar Higher Secondary School, Bhutan. The data was collected using purposive sampling. Furthermore, for the interview, a random sampling method was used. The research instruments, such as class tests, interviews, and a survey questionnaire, were administered to collect data for this study. Quantitative data was analyzed using Jamovi 2.6.26 and MS Excel from the Microsoft Office package. The semi-structured interview (qualitative) was transcribed and analyzed based on the approaches of Creswell’s thematic coding technique. Out of 24 XII Arts students, 97% supported the use of AI in teaching geography, whereas 2% did not support the use of AI tools in the teaching and learning process of geography. Results also revealed a statistically significant difference between the two conditions, t (23) = –5.23, p < .001. Specifically, Posttest scores (M = 17.50, SD = 2.98) were significantly higher than Pretest scores (M = 15.00, SD = 4.3), indicating that the intervention led to a meaningful improvement in student performance. While the results were predominantly positive, some challenges were noted. Out of the 24 participants, 3 of them (approx. 11%) expressed difficulty in navigating the AI tools initially, requiring additional support and peer guidance. The research strongly supports the integration of AI tools like Mind Grasp.ai and Kipper.ai into secondary education, particularly in Geography, where visual, analytical, and conceptual understanding is crucial.