بررسی اثربخشی استفاده از چت‌بات‌ها و هوش مصنوعی بر پیشرفت تحصیلی دانش‌آموزان در درس شیمی

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889- 14665 تهران، ایران

چکیده

پیشینه و اهداف: با توجه به اهمیت فناوری‌های نوین در آموزش، این پژوهش به بررسی تأثیر استفاده از سیستم‌های هوش مصنوعی بر پیشرفت   تحصیلی دانش‌آموزان در درس شیمی می‌پردازد. هدف اصلی، تعیین میزان تاثیر این ابزارها در ارتقای یادگیری و تعامل دانش‌آموزان با مفاهیم شیمی است. روش‌ها‌: این پژوهش کاربردی به صورت نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل انجام شد. جامعه آماری شامل کلیه‌ی دانش‌آموزان پایه‌ی دوازدهم تجربی شهرستان بناب در سال تحصیلی 1404-1403 بود. حجم نمونه با استفاده از جدول بارتلت، حداقل 87 نفر تعیین و به روش نمونه‌گیری در دسترس انتخاب شدند. شرکت‌کنندگان به صورت تصادفی به دو گروه آزمایش و کنترل اختصاص داده شدند. ابزارهای جمع‌آوری داده‌ها شامل چت‌بات‌های ChatGPT با پلاگین Wolfram Alpha و ChemDraw، و دو آزمون محقق‌ساخته‌ی پیشرفت تحصیلی شیمی (پیش‌آزمون و پس‌آزمون) بود. یافته‌ها: نتایج نشان داد که گروه آزمایش در مقایسه با گروه کنترل، بهبود معناداری در عملکرد تحصیلی خود داشتند. این بهبود در نمرات پس‌آزمون نسبت به پیش‌آزمون در گروه آزمایش مشهود بود و تفاوت معناداری با گروه کنترل داشت. نتیجه‌گیری: این یافته‌ها نشان می‌دهد که استفاده از چت‌بات‌ها و سیستم‌های هوش مصنوعی می‌تواند به عنوان ابزاری مؤثر در ارتقای یادگیری، تعامل دانش‌آموزان با مفاهیم شیمی و ارائه بازخورد شخصی‌سازی‌شده مورد استفاده قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

The effect of AI tools on academic achievement in chemistry education

نویسندگان [English]

  • Amin Taghipour
  • Ali Eghbali
  • Majid Dadashzadeh
Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده [English]

Background and Objective: Recognizing the importance of modern technologies in education, this research investigates the impact of using artificial intelligence (AI) systems on students’ academic performance in chemistry. The primary goal is to determine the effectiveness of these tools in enhancing students’ learning and engagement with chemistry concepts. Methods: This applied research was conducted using a quasi-experimental design with pre-test and post-test, and a control group. The statistical population included all twelfth-grade science students in Bonab County during the academic year 2024-2025. The sample size, determined using Bartlett’s table, was a minimum of 87 participants, selected through convenience sampling. Participants were randomly assigned to either an experimental or a control group. Data collection tools included ChatGPT chatbots with Wolfram Alpha and ChemDraw plugins, and two researcher-made academic achievement tests on chemistry (pre-test and post-test). Findings: The results indicated that the experimental group had a significant improvement in their academic performance compared to the control group. This improvement was evident in the post-test scores compared to the pre-test scores in the experimental group and was significantly different from the control group. Conclusion: These findings suggest that the use of chatbots and AI systems can be used as an effective tool in promoting learning, student engagement with chemistry concepts, and providing personalized feedback.

کلیدواژه‌ها [English]

  • Artificial Intelligence
  • Chatbot
  • Chemistry Education
  • Academic Performance
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