The Impact of AI- STEM Based Stories in Reading Comprehension and Motivation

This study investigates the impact of Artificial Intelligence-Assisted STEM-Based Stories (AI-ASTEM-BS) on the reading comprehension and motivation of primary school students. Notwithstanding the mounting emphasis on STEM education, language-based academic skills such as reading comprehension remain under-explored within interdisciplinary approaches. The present study aims to address this gap by focusing on the potential of AI-supported storytelling to enhance both cognitive (comprehension) and affective (motivation) aspects of early literacy. The research employs a mixed-method design, integrating a quasi-experimental quantitative phase with qualitative data from student interviews and classroom observations. The sample comprised 124 third-grade students, with the experimental group engaging in AI-generated STEM story-based reading activities. Quantitative findings revealed significant improvements in both reading comprehension and motivation among students in the AI-STEM-BS group compared to those in the control group. These results are corroborated by qualitative data, which demonstrated that students found the stories engaging, enjoyable, and innovative. The participants reported an increase in curiosity, a willingness to participate, and a positive response to interacting with AI-generated content. The students described the experience as “enjoyable,” “unconventional” and “inspiring,” with several expressing a strong sense of ownership over the learning process. The findings of this study suggest that the integration of artificial intelligence in interdisciplinary storytelling not only enhances literacy outcomes but also fosters the creation of meaningful, interactive learning environments that promote sustained engagement. The study offers practical and theoretical implications for the integration of artificial intelligence into language-focused STEM education.