Artificial intelligence in the teaching and learning of spelling in sixth grade

Abstract

This study evaluated the effectiveness of artificial intelligence (AI) for learning spelling in sixth grade of Basic General Education in Ecuador. Given the limitations of traditional teaching, the objective was to analyze the impact of the Microsoft Copilot tool. To do this, a sequential mixed-method design was used, comparing an experimental group with a control group, using pre-tests, post-tests, teacher interviews, and a student perception questionnaire. The results showed that the experimental group achieved better levels of spelling learning compared to the control group, demonstrating a significant improvement Likewise, student perception was highly positive in terms of motivation and usability. Therefore, it is concluded that AI is an effective complementary educational resource, whose success requires intentional instructional design and teacher guidance to go beyond mechanical correction and promote creative and metacognitive application.