Students’ Experiences of an Artificial Intelligence-Supported Virtual Learning Environment in Science Lessons: A Case Study

Abstract

The purpose of this study was to examine students’ learning experiences and their awareness of AI literacy during the instruction of the Energy Transformations and Environmental Science unit in the eighth-grade Science course through an AI-supported virtual learning environment. This study employed a qualitative embedded single-case study design. The study group consisted of 20 students (12 girls and 8 boys) selected through criterion sampling. Data were collected using an open-ended questionnaire following a 16-class-hour instructional implementation and analyzed through content analysis. The findings revealed that the AI-supported virtual learning environment facilitated students’ understanding of abstract concepts through instant feedback and interactive learning materials while also enhancing their motivation toward the Science course. Furthermore, the students developed a critical awareness of AI by recognizing not only its benefits but also its limitations, including the potential to generate hallucinated responses and conceptual errors. Overall, the findings suggest that AI-supported virtual learning environments are not only effective instructional support tools but also valuable learning environments that contribute to the development of students’ AI literacy.