| تعداد نشریات | 25 |
| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,571 |
| تعداد دریافت فایل اصل مقاله | 3,207,288 |
بررسی اثربخشی استفاده از چتباتها و هوش مصنوعی بر پیشرفت تحصیلی دانشآموزان در درس شیمی | ||
| پژوهش در آموزش شیمی | ||
| مقاله 7، دوره 8، شماره 1 - شماره پیاپی 29، فروردین 1405، صفحه 146-161 اصل مقاله (853.77 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.18719.1315 | ||
| نویسندگان | ||
| امین تقی پور* ؛ علی اقبالی؛ مجید داداش زاده | ||
| 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 | ||
| هوش مصنوعی؛ چتبات؛ آموزش شیمی؛ عملکرد تحصیلی | ||
| 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 | ||
| مراجع | ||
|
Ahmadabadi, Z., & Masrournia, M. (2024). Application and comparison of Bard and ChatGPT in inorganic chemistry education. Research in Chemistry Education, 6(2), 48-67. [Link] Ahmadi, Y., Zouri Shoja, M. M., & Zeidi, M. (2024). Multi-level mobile game software for supporting organic chemistry education. Research in Chemistry Education, 6(4), 103-116. [Link] Angraini, L. M., Kania, N., & Gürbüz, F. (2024). Students' Proficiency in Computational Thinking Through Constructivist Learning Theory. International Journal of Mathematics and Mathematics Education. [Link] Aquino, K. C., & BuShell, S. (2020). Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment. The Journal of Continuing Higher Education, 68, 101-116. [Link] Azamatova, A., Bekeyeva, N., Zhaxylikova, K., Sarbassova, A., & Ilyassova, N. (2023). The Effect of Using Artificial Intelligence and Digital Learning Tools based on Project-Based Learning Approach in Foreign Language Teaching on Students' Success and Motivation. International Journal of Education in Mathematics, Science and Technology. [Link] Bahrami Madah, A. M., & Sa'adati, M. (2024). Introducing artificial intelligence and creating personalized learning in chemistry through it. Research in Chemistry Education, 6(4), 83-102. [Link] Fan, O., Wu, M., Zheng, L., Zhang, L., & Jiao, P. (2023). Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course. International Journal of Educational Technology in Higher Education, 20. [Link] Huang, J. (2020). Successes and challenges: Online teaching and learning of chemistry in higher education in China in the time of COVID-19. Journal of Chemical Education, 97(9), 2810-2814. [Link] Ibnuzaman, S. N., Mohd Khalid, S. S., Subramani, T., Nazar, S. A., Baharudin, A. A., & Razak, S. A. (2024). Differentiated Instruction in Chemistry Education. Sains Humanika. [Link] Iyamuremye, A., Niyonzima, F. N., Mukiza, J., Twagilimana, I., Nyirahabimana, P., Nsengimana, T., Habiyaremye, J. D., Habimana, O., & Nsabayezu, E. (2024). Utilization of artificial intelligence and machine learning in chemistry education: a critical review. Discover Education. [Link] Kosasi, S., Lukita, C., Chakim, M. H. R., Faturahman, A., & Kusumawardhani, D. A. R. (2023). The influence of digital artificial intelligence technology on quality of life with a global perspective. Aptisi Transactions on Technopreneurship (ATT), 5(3), 240-250. [Link] Liu, T., & Li, W. (2024). Applications and Challenges of Artificial Intelligence in Life Sciences. SHS Web of Conferences, [Link] Luo, M., Yang, W., Bai, L., Zhang, L., Huang, J. W., Cao, Y., & Huang, T. (2024). Artificial intelligence for life sciences: A comprehensive guide and future trends. The Innovation Life, 2(4), 100105. [Link] Ma, S., & Lei, L. (2024). The factors influencing teacher education students’ willingness to adopt artificial intelligence technology for information-based teaching. Asia Pacific Journal of Education, 44, 94-111. [Link] Mahaffy, P. (2004). The future shape of chemistry education. Chemistry Education Research and Practice, 5(3), 229-245. [Link] Oda Abunamous, M., Boudouaia, A., Jebril, M., Diafi, S., & Zreik, M. (2022). The decay of traditional education: A case study under covid-19. Cogent Education, 9(1), 2082116. [Link] Safitri, R. D., Afifi, E. H., & Shaharani, A. (2024). Effect of Reading, Questioning, and Answering (RQA) Learning Model on Students' Critical Thinking Ability in Science Material at SD Negeri 15 Sorong City. Journal of Asian Primary Education (JoAPE). [Link] Saleh al-Din, A. M., & Sotoudeh Qara Bagh, R. (2024). The role of digital technologies in enhancing chemical engineering education. Iranian Journal of Engineering Education, 26(103), 67-92. [Link] Silva, L., Mendes, A. J., Gomes, A. J., & Fortes, G. (2023). What Learning Strategies are Used by Programming Students? A Qualitative Study Grounded on the Self-regulation of Learning Theory. ACM Transactions on Computing Education, 24, 1-26. [Link] Stetson-Tiligadas, S. (2018). Designing for Active Learning: A Problem-Centered Approach. Sugiarso, B. A., Nurjamin, A., Judijanto, L., Firdausiyah, L., & Hidayat, A. A. (2024). The Effect of Artificial Intelligence in Improving Student Learning Achievement in High School. World Psychology, 3(1), 569. [Link] Susyanah, S., & Fajar, A. (2024). The Artificial Intelligence, Social Sciences Learning Innovation Catalyst. International Conference on Aplied Social Sciences in Education, [Link] Yan, L., Greiff, S., Teuber, Z., & Gašević, D. (2024). Promises and challenges of generative artificial intelligence for human learning. Nature human behaviour, 8(10), 1839-1850. [Link] | ||
|
آمار تعداد مشاهده مقاله: 655 تعداد دریافت فایل اصل مقاله: 54 |
||