I am currently exploring how Apple Intelligence (AI) and AI technologies can support the design of an engaging learning experience for Form 3 KSSM Science.
For this project, I selected the topic “Rangsangan dan Gerak Balas dalam Manusia”, focusing on the mechanism of vision. Rather than teaching the structure of the eye through static diagrams and memorisation, I wanted students to understand the complete journey of light—from entering the eye, being focused on the retina, being converted into nerve impulses, and finally being interpreted by the brain.
I structured the lesson using the 5E instructional model:
Engage – Students begin with the question “Bagaimanakah kita melihat?” to activate their prior knowledge and curiosity. It is accompanied by a video animation to show the context.
Explore – Students assemble the different structures of the eye as a puzzle and investigate their possible functions.
Explain – An interactive Keynote animation allows students to follow the journey of light through the cornea, pupil, lens, vitreous humour and retina, followed by the transmission of nerve impulses through the optic nerve to the brain.
Elaborate – Students apply their understanding through an “Eye Doctor” challenge, where they investigate and discuss vision problems. Students are provided with video and text to describe the scenario.
Evaluate – Instead of a conventional test, students create a short video or animation about how to take care of their eyes. They need to apply what they have learned to explain good and bad practices for maintaining eye health.
AI as a Learning Design Assistant
Throughout the design process, I explored how AI could support the teacher beyond simply generating a lesson plan.
I used the Notes app with Writing Tools to brainstorm, organise, and refine lesson ideas, develop the 5E activities, improve the instructional flow, and refine the explanations and questions for students.
For the visual development, I used Image Playground to generate illustrations and characters that could be incorporated into the learning materials. This allowed me to create visuals specifically suited to the storyline and activities rather than relying entirely on existing stock images.
I then brought the generated visuals into Keynote, where I arranged and animated them to make the otherwise invisible process of vision more visual and understandable for students.
What I find most interesting is that AI is not being used simply as a content generator. It becomes a creative and instructional design assistant, while the teacher remains responsible for the curriculum alignment, pedagogical decisions, and accuracy of the learning content.
The final Evaluate activity also shifts students from consuming information to creating knowledge, as they use their own creativity to produce a video or animation on “Jaga Mata Saya”.
This experience has made me reflect on how AI and Apple technologies can work together to support a more creative, visual, student-centred and authentic learning experience.
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