Artificial Intelligence in Classroom Management Focusing on Complex Instruction Program

Abstract

The Complex Instruction Program (CIP), based on the Complex Instruction (CI) approach developed by Stanford University and its Hungarian adaptation, the Komplex Instrukciós Program (KIP), is a globally recognized, group-based teaching method. It focuses on strategies that promote equal-status interactions among students, enabling learners of diverse abilities and backgrounds to collaborate and succeed together. While extensive research has been conducted on CIP, no studies to date have explored the potential and effectiveness of integrating artificial intelligence (AI) into CIP. Therefore, the primary aim of this paper is to examine whether the use of AI provides an advantage in teaching lessons organized according to CIP principles. The study employed qualitative research approach through which data were collected through observation and document analysis from 224 students and 10 teachers selected through purposive sampling. The data were analyzed thematically. This study demonstrates how a teacher integrates AI into CIP-based lessons. We analyze how the combined use of CIP and AI influences classroom interactions among teachers and students, evaluating whether this integration can be considered a successful educational practice. Our research employs a combination of primary (empirical) and secondary (data analysis) methods, based on classroom observations conducted in four vocational secondary schools. The paper dissects lessons organized using CIP-AI, detailing the teacher's activities aimed at enhancing student performance and highlighting the impact of CIP-AI on students' classroom engagement. The findings reveal that in CIP-AI-organized lessons, the teacher's activities positively influence student motivation, collaboration, and communication frequency. However, it was also observed that the more dimensions of control the teacher exercises during the lesson, the more students tend to exhibit passivity and reliance on adult guidance. This suggests that teachers should reduce rigid, traditional teaching practices and adopt new motivational forms (e.g., CIP-AI) to foster collaboration and effective knowledge acquisition among students.