Integrating Generative AI and Cultural Storytelling to Enhance Geometry Learning in Vietnamese Primary Classrooms: A Quasi-Experimental Study

In Vietnamese primary mathematics education, geometry instruction often emphasizes rote calculation and formula memorization rather than meaningful contextualization, leaving students disconnected from abstract concepts and lacking opportunities to connect learning with cultural identity. This quasi-experimental study investigates how integrating generative AI tools (ChatGPT, DALL·E, Canva) with the culturally grounded Vietnamese folktale Bánh Chưng—Bánh Giầy can support Grade 5 students’ understanding of circle geometry. Employing a mixed-methods design with 30 students divided into experimental (AI + storytelling) and control (traditional instruction) groups, the study measured cognitive and affective learning outcomes through pre/post-tests, a validated 25-item questionnaire, interviews, and classroom observations. Quantitative results revealed significant improvements in the experimental group across all measured dimensions, learning interest, attentional focus, conceptual understanding, mathematics passion, and cultural preservation awareness, with large effect sizes. Qualitative findings confirmed enhanced engagement, multimodal conceptual clarity, and cultural affective resonance. The study demonstrates that low-cost, teacher-mediated generative AI can effectively support learning in resource-constrained primary settings when anchored in local narratives. Implications for ethical AI integration and teacher professional development in Vietnamese contexts are discussed.