The application and comparison of Bard and ChatGPT in the education of inorganic chemistry

Document Type : Original research

Authors

1 Department of Chemistry Education, Farhangian University, PO Box 889-14665, Tehran, Iran

2 , Mashhad Branch, Islamic Azad University, Mashhad, Iran.

Abstract

Today, with the public availability and developments of  artificial intelligence and its utility in everyday life of human beings, chemistry teachers, like other professional users in various jobs, attempt to explore and apply it in their profession In order to achieve this goal, it is necessary to get acquainted with the capabilities and shortcomings of two artificial intelligence robots, Bard and ChatGPT (two of the most common and publicly available chat bots); Therefore, this study investigates the feasibility and the most effective strategies for using the mentioned chatbots in the field of Inorganic chemistry. In this qualitative-analytical study,  ChatGPT-3.5, and Bard have been used to investigate and evaluate the ability to answer questions in the field of chemistry The answers produced by these two smart robots have been used in the field of teaching the shape of molecules, symmetry, calculating lattice energy, checking the Born Mayer equation, and predicting the structure of spinels. Moreover, different learning levels such as knowledge, application and problem solving in terms of the quality and accuracy of the answer, as well as the use of different media in providing the answers were compared and analyzed.

Keywords

References

ACS. Education (2023). AI for learning, teaching, and writing, https://youtu.be/m7iMTmuesTI?si=WEBBLYfafuhITSFz
Alasadi, A., Carlos, R. (2023). Generative AI in education and research: opportunities, concerns, and solutions. Journal of Chemical Education, 100, 2965−2971.
Blog.google (2024). Introducing Gemini: Google's most capable AI model yet - The Keyword,  (https://blog.google/technology/ai/google-gemini-ai/amp/)
Botha, M., Ostovar, M. (2023). Evaluating academic answers generated using ChatGPT. Journal of Chemical Education, 100, 1672−1675
Dignum, V. (2021). The role and challenges of education for responsible AI. London Review of Education, 19 (1), 1, 1–11.
Dwivedi, Y.K., Hughes, L., Ismagilova, E. (2021). Artificial intelligence (AI): multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy, International Journal of Information Management, 57, 101994.
Exintaris, B., Karunaratne, N., Yuriev, E. (2023). Metacognition and critical thinking: using ChatGPT-Generated responses as prompts for critique in a problem-solving workshop. Journal of Chemical Education, 100, 2972−2980.
Hallal, K., Hamdan, R., Tlai, S. (2023). Exploring the potential of AI-Chatbots in organic chemistry: An assessment of ChatGPT and Bard. Computers and Education, Artificial Intelligence, 5,100170.
Humphry, T., Fuller, L. (2023). Potential ChatGPT use in undergraduate chemistry laboratories. Journal of Chemical Education, 100, 4, 1434–1436.
Stahl, C., Eke, D. (2024). The ethics of ChatGPT-Exploring the ethical issues of an emerging. Technology. International Journal of Information Management, 74, 102700.
 Talanquer, V. (2023). Interview with the Chatbot: how does it reason? Journal of Chemical Education, 100, 2821−2824.
Tyson, J. (2023). Shortcomings of ChatGPT. Journal of Chemical Education, 100 (8), 3098-3101.
Vo, K., Sarkar, M., White, P. J. (2022) Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices. Chemistry Education Research and Practice, 23 (2), 436- 451.
West, Joseph K., Franz, Jeanne L., Hein, Sara M., (2023). An analysis of AI-Generated laboratory reports across the chemistry curriculum and student perceptions of ChatGPT. Journal of Chemical Education,100, 4351−4359.
Yuriev, E., Wink, Donald J., Holme, A. (2023). Virtual special issue call for papers: Investigating the uses and impacts of generative artificial intelligence in chemistry education, Journal of Chemical Education, 100, 3168−3170.

Files

Share

How to cite

Statistics