Overcoming Limitations in AI Chatbot Research for Future Educational Impact

Table of Links

Abstract and Introduction

Materials And Methods

Results and Analyses

Prompts and generated texts

Conceptualizing chemical reactions

Deepening on understanding of chemical reactions

Question about combustion

Question about a graph of gases turning into water over time

Question about the difference between atoms, molecules, and moles

Deepening on the concept of mole

Question about changing of state

Question about an animated representation of water molecules undergoing phase changes

Question about plasma, a state of matter

Question about chemical bondings

Question about illustration of chemical bonds

Question about the essence of the type of chemical bonding

Further analysis

Conclusions

Limitations of the study and possible future studies

Author Contributions, Conflicts of interest, Acknowledgements, and References

Limitations of the study and possible future studies

Despite its inherent limitations, including its single case design and the potential for bias, the exploratory depth of the study uncovered hidden potential within these systems, even amid serious concerns about generalizability.

Future research could include:

• Refining the crafting of prompts.

• Exploring new features of these and other GenAIbots being introduced with increasing frequency.

• Establishing standardised benchmarks to evaluate and compare chatbots and AI systems' performance, accuracy, and reliability.

• Conducting long-term studies to observe the evolution of chatbots' capabilities and their impact on user interactions over time.

• Conducting research with real students in classroom settings and beyond to assess these AI systems' practical educational applications and challenges.

• Investigating chatbots' learning and adaptation capabilities to individual user needs and preferences over time.

• Researching the integration of multimodal inputs (e.g., text, voice, image) to enhance chatbot capabilities and user interaction experiences.

When implementing GenAIbots in Chemistry learning, it is crucial to evaluate benefits and drawbacks judiciously, ensuring accurate information delivery and considering the implications of reduced human interaction. These concerns may be alleviated by integrating GenAIbots with other educational tools or activities promoting collaborative dialogue among learners.

Author Contributions

The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation.

Conflicts of interest

There are no conflicts to declare.

Acknowledgements

The authors warmly acknowledge Melanie Swan for her invaluable suggestion, which led to the transition from using the term 'objects-to-think-with' to 'agents-to-thinkwith'.

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