Nnadiebube Journal of Education

This study investigates the perceived impact of artificial intelligence (AI)-powered educational tools on cognitive development in early childhood education centres in Anambra State. Three research questions guided the study and three hypotheses were tested 0.05 level of significance. Descriptive survey research design was adopted for the study. The population of the study was 21,876, comprising 675 teachers. Multistage sampling was used to select 720 teachers for the study. The instrument for data collection was 15-item researcher-developed questionnaire titled Perceived Impact Of Artificial Intelligence-Powered Educational Tools (P1AIET). Cronbach alpha was used for reliability test with coefficient alpha of 0.77. Data analysis was done using mean and standard deviation to answer the research questions while the null hypotheses were tested using t-test. By examining the use of adaptive learning platforms, interactive educational applications, and AI-driven games, the study explores their effects on key cognitive domains such as memory, attention, problem-solving, and language development. The findings reveal that AI-powered tools can enhance cognitive abilities in young children when appropriately designed and implemented, particularly when combined with teacher guidance and traditional teaching methods. Based on the finding, it was recommended that there is need to conduct longitu

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