This research investigates the impact of virtual laboratories (VLabs) based on artificial intelligence (AI) on developing students’ motivation toward learning mathematics. A semiexperimental approach is used to achieve the research objectives. The research sample, consisting of 80students from the seventh grade, is selected by the purposeful sampling approach. The research sample is randomly distributed into three groups: two experimental groups and one control group. The first group of 26 students is taught using the AI-based VLabs, while the second group of 27 students is taught using a VLab based on 3D visual imaging, and the third group, a control group consisting of 27 students, is taught using the traditional approach. The research instrument, a questionnaire for learning motivation, was designed after ensuring its validity and reliability. The findings of the motivation questionnaire indicate that students in the first experimental group have more motivation to learn mathematics than students in the second experimental group and the control group. The results also show that the students in the second experimental group have more motivation to learn mathematics than the students in the control group. Given the said findings, the research recommends using virtual laboratories based on artificial intelligence and all its applications in the learning process due to their impact on students’ mathematics learning.

This study investigates the learned helplessness and intervention strategies in determining academic outcomes for students with learning disabilities. A quantitative research design was utilized where structured surveys were conducted on three main variables, which included learned helplessness, academic performance, and the moderating role of intervention strategies. The participants were approximately 100 students from different schools in the Balqa Governorate, Jordan, who were selected through stratified random sampling to ensure representation of gender, academic year, and urban/rural settings. Thus, it can be deduced that, with an overwhelming calculated statistical significance (P-values of 0.000), the two intervening methods in combination with learned helplessness profoundly shape academic performance. This is further supported by powerful T-statistics (4.002 and 5.601). Nonetheless, the moderating effect proved to be statistically nonsignificant (P = 0.084, T = 1.729), which indicates that the moderator was not important in centering the relationship between the predictors and academic results. This finding highlights the need for future research to examine why commonly applied intervention strategies may not buffer the negative effects of learned helplessness, especially considering intervention effort and time, educator preparation, and responsiveness to learner profiles. Gaining insight into these factors may help in developing more tailored and contextually appropriate intervention strategies for learners with learning disabilities.