The Impact of the GenAI-Based Reading Model (GBR) on Students' Visualization of the Greenhouse Effect in Primary Education

The Impact of the GenAI-Based Reading Model (GBR) on Students' Visualization of the Greenhouse Effect in Primary Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Impact of the GenAI-Based Reading Model (GBR) on Students' Visualization of the Greenhouse Effect in Primary Education Rif'at Shafwatul Anam, Monika Handayani, Dian Nurdiana This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8583306/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract This study aims to examine the effect of the GenAI-Based Reading (GBR) learning model on elementary school students' visual representations in understanding the concept of the greenhouse effect. Visual representation, as an integral part of scientific literacy, plays a crucial role in helping students build mental models of complex scientific phenomena. In the context of elementary education, the ability to visually represent scientific concepts is a challenge, particularly for abstract topics such as the greenhouse effect. This study used a mixed-methods approach with a multiphase explanatory design, involving 28 fourth-grade students at a public elementary school in West Java. The main instrument was a Three-Tier Test that measured students' conceptual understanding, confidence level, and visual representation skills. Visual representations were analyzed using a six-category rubric: Scientific Drawing, Partial Drawing, Undefined Drawing, Misconception Drawing, Non-Microscopic Drawing, and No Drawing. The analysis showed that GBR-based learning had a positive impact on improving students' visual representations, indicated by the elimination of misconceptions and an increase in the number of students in more meaningful representation categories. Statistical analysis using the Wilcoxon signed-rank test showed a significant difference between the pretest and posttest (p = 0.0256). However, most students remained in the initial category, indicating the need for further pedagogical intervention. Qualitative analysis revealed that students' representations were still dominated by macroscopic elements and surface symbols, not fully reflecting sub-microscopic scientific mechanisms. Factors such as the limited duration of the intervention, the lack of visual scaffolding, and low student confidence also influenced the results. The teacher's role as a conceptual facilitator and fosterer of epistemic courage is key to optimizing the potential of AI technology in science learning. This study concludes that the GBR model is effective as an initial catalyst for developing scientific visual representations. However, its long-term success depends heavily on integrating the technology with a reflective and contextual pedagogical approach. visual representation greenhouse effect scientific representation elementary school students artificial intelligence Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 03 Mar, 2026 Reviews received at journal 15 Feb, 2026 Reviewers agreed at journal 09 Feb, 2026 Reviews received at journal 08 Feb, 2026 Reviewers agreed at journal 06 Feb, 2026 Reviewers agreed at journal 06 Feb, 2026 Reviewers invited by journal 06 Feb, 2026 Editor assigned by journal 19 Jan, 2026 Submission checks completed at journal 17 Jan, 2026 First submitted to journal 17 Jan, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8583306","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":588355501,"identity":"bc4025d8-31f6-4677-bd69-62962cd87a9c","order_by":0,"name":"Rif'at Shafwatul Anam","email":"data:image/png;base64,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","orcid":"","institution":"Indonesia Open University","correspondingAuthor":true,"prefix":"","firstName":"Rif'at","middleName":"Shafwatul","lastName":"Anam","suffix":""},{"id":588355503,"identity":"31f08a84-fae5-492f-b53a-c22600b01454","order_by":1,"name":"Monika Handayani","email":"","orcid":"","institution":"Indonesia Open University","correspondingAuthor":false,"prefix":"","firstName":"Monika","middleName":"","lastName":"Handayani","suffix":""},{"id":588355504,"identity":"ee0aeda5-8fec-4064-a47d-b926f352eaa7","order_by":2,"name":"Dian Nurdiana","email":"","orcid":"","institution":"Indonesia Open University","correspondingAuthor":false,"prefix":"","firstName":"Dian","middleName":"","lastName":"Nurdiana","suffix":""}],"badges":[],"createdAt":"2026-01-12 15:23:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8583306/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8583306/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":102397538,"identity":"fbc5a866-df9c-491e-bc0e-d81f93393bb9","added_by":"auto","created_at":"2026-02-11 10:17:52","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":465991,"visible":true,"origin":"","legend":"","description":"","filename":"TheImpactoftheGenAIBasedReadingModelGBRonStudentsVisualizationoftheGreenhouseEffect.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8583306/v1_covered_6d765388-4252-4c5c-be45-f1c5a519f790.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Impact of the GenAI-Based Reading Model (GBR) on Students' Visualization of the Greenhouse Effect in Primary Education","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"visual representation, greenhouse effect, scientific representation, elementary school students, artificial intelligence","lastPublishedDoi":"10.21203/rs.3.rs-8583306/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8583306/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study aims to examine the effect of the GenAI-Based Reading (GBR) learning model on elementary school students' visual representations in understanding the concept of the greenhouse effect. 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