THE IMPACT OF USING ARTIFICIAL INTELLIGENCE AS A SUPPLEMENTARY TOOL IN CONTEMPORARY CHEMISTRY TEACHING: AN EXPERIMENTAL STUDY.

Abstract

This paper addresses the impact of the use of artificial intelligence as a supportive tool in contemporary chemistry teaching, with a particular focus on the understanding of ionic and covalent chemical bonds. This research aims to evaluate whether the integration of artificial intelligence into the learning process can influence the improvement of students’ learning, compared to traditional teaching methods without the support of artificial intelligence. The study was carried out as an experimental research with two comparable groups of students, selected after a preliminary test (pre-test). In the first group, teaching was conducted through a traditional approach with contemporary visual and explanatory methods, whereas in the second group, in addition to the same explanation, students were given the opportunity to use artificial intelligence as a supportive tool for self-learning and clarification of concepts. After the completion of the learning process, a final test (post-test) was conducted for both groups, with the aim of assessing the level of understanding. This research aims to contribute to discussions on the use of artificial intelligence in education, highlighting its potential as a tool that can increase engagement, conceptual understanding, and the independence of students in the process of learning chemistry.