Manuscript received July 28, 2023; revised August 18, 2023; accepted November 27, 2023; published March 8, 2024
Abstract—This study utilizes a quasi-experimental mixed-methods design to investigate the impact of Chatbot applications on student achievement in Quantum Theory courses. The objectives include developing customized Chatbot-supported activities for Quantum Theory and exploring their integration across disciplines. Participants consist of third-semester students from schools in the Alain zone. An experimental group (55 participants) received instruction enhanced by ChatGPT, while a control group (57 participants) experienced traditional teaching. The experimental group showed significant improvements in post-test scores for the Knowing, Applying, and Reasoning sub-skills, even though their pre-test scores were similar. The effect size, indicated by Eta square (η2 > 0.14), suggests a substantial impact. Qualitative insights reveal enhanced engagement, comprehension, problem-solving skills, and perceived relevance in the experimental group. Challenges arise due to a requirement for more detailed explanations and visual aids. This study underscores ChatGPT’s potential to enhance learning experiences and integrate them into curricula, supported by quantitative and qualitative evidence. However, further exploration is needed to assess its long-term impact across diverse educational contexts.
Keywords—generative AI, ChatGPT, Chatbot applications, student achievement, Quantum Theory courses
Cite: Saif Alneyadi and Yousef Wardat, "Integrating ChatGPT in Grade 12 Quantum Theory Education: An Exploratory Study at Emirate School (UAE)," International Journal of Information and Education Technology vol. 14, no. 3, pp. 398-410, 2024.