Date
Publisher
arXiv
This study explores the potential of Generative AI chatbots (GenAIbots) such
as ChatGPT and Bing Chat, in Chemistry education, within a constructionist
theoretical framework. A single-case study methodology was used to analyse
extensive interaction logs between students and both AI systems in simulated
Chemistry learning experiences. The results highlight the ability of ChatGPT
and Bing Chat to act as 'agents-to-think-with', fostering critical thinking,
problem-solving, concept comprehension, creativity, and personalised learning
experiences. By employing a Socratic-like questioning approach, GenAIbots
nurture students' curiosity and promote active learning. The study emphasises
the significance of prompt crafting, a technique to elicit desired responses
from GenAIbots, fostering iterative reflections and interactions. It underlines
the need for comprehensive educator training to effectively integrate these
tools into classrooms. The study concludes that while ChatGPT and Bing Chat as
agents-to-think-with offer promising avenues to revolutionise STEM education
through a constructionist lens, fostering a more interactive, inclusive
learning environment and promoting deeper comprehension and critical thinking
in students across diverse Chemistry topics, ChatGPT consistently outperformed
Bing Chat, providing more comprehensive, detailed, and accurate responses and
skillfully addressing nuances and context.
Study at a glance
- Question: How can AI chatbots like ChatGPT and Bing Chat support student learning in chemistry?
- Setting and data: Interaction logs from students using AI chatbots during simulated chemistry learning experiences.
- Method: Analysis of student interaction logs (single-case study).
Why it matters
Exploring Generative AI chatbots such as ChatGPT and Bing Chat addresses their potential to serve as 'agents-to-think-with' in chemistry education within a constructionist theoretical framework.
Key findings
- In simulated chemistry learning, ChatGPT consistently outperformed Bing Chat by providing more accurate, detailed, and comprehensive answers that skillfully addressed nuances and context.
- Both chatbots acted as thinking partners that supported student critical thinking, problem-solving, concept comprehension, creativity, and personalized learning experiences.
- The chatbots nurtured curiosity and promoted active learning by using a Socratic-style questioning approach during student interactions.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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