Date
Publisher
arXiv
With the rise of large language models such as ChatGPT, interest has grown in
understanding how these tools influence learning in STEM education, including
physics. This study explores how students use ChatGPT during a physics
problem-solving task embedded in a formal assessment. We analyzed patterns of
AI usage and their relationship to student performance. Findings indicate that
students who engaged with ChatGPT generally performed better than those who did
not. Particularly, students who provided more complete and contextual prompts
experienced greater benefits. Further, students who demonstrated overall
positive gains collectively asked more conceptual questions than those who
exhibited overall negative gains. However, the presence of incorrect
AI-generated responses also underscores the importance of critically evaluating
AI output. These results suggest that while AI can be a valuable aid in problem
solving, its effectiveness depends significantly on how students use it,
reinforcing the need to incorporate structured AI-literacy into STEM education.
What is the application?
Who is the user?
Who age?
Why use AI?
