Scholarlink

<p>This paper investigates the effectiveness of a platform that combines computer simulations and a generative artificial intelligence (GenAI) chatbot, focusing on teacher-chatbot interactions, the quality of chatbot responses, and teachers’ perceptions, assessed through the Technology Acceptance Model (TAM). While GenAI chatbots have been explored in educational settings, studies integrating them with computer simulations—an effective tool for learning science—remain limited. To address this gap, the AiSim platform was developed, incorporating PhET computer simulations and the Doubao GenAI chatbot. An exploratory study was conducted in secondary school physics education, focusing on two topics: energy and DC circuits. Data were collected from 12 secondary school physics teachers in Beijing. The findings reveal that most of the provided questions were understanding and remembering questions. Moreover, teachers primarily posed single-step questions without follow-up queries, limiting deeper interactions—a key advantage of GenAI chatbots. Additionally, the average score of GenAI chatbot responses was satisfactory for most question types. The results from the questionnaire and focus group indicated that participants had a positive attitude toward the platform, though concerns were raised about platform limitations, implementation challenges, and teacher readiness. The study concludes with implications for further developing GenAI chatbots to enhance physics education through computer simulations.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Physics Teachers’ Insights into the Usability and Challenges of a Platform with Integrated Simulations and Generative AI

  • 期刊论文

  • 发表日期：

    2025年11月26日

查看全文
  • Natthawin Cho,
  • Honghui Li,
  • Xiangling Zhang,
  • Yanyan Li

摘要

This paper investigates the effectiveness of a platform that combines computer simulations and a generative artificial intelligence (GenAI) chatbot, focusing on teacher-chatbot interactions, the quality of chatbot responses, and teachers’ perceptions, assessed through the Technology Acceptance Model (TAM). While GenAI chatbots have been explored in educational settings, studies integrating them with computer simulations—an effective tool for learning science—remain limited. To address this gap, the AiSim platform was developed, incorporating PhET computer simulations and the Doubao GenAI chatbot. An exploratory study was conducted in secondary school physics education, focusing on two topics: energy and DC circuits. Data were collected from 12 secondary school physics teachers in Beijing. The findings reveal that most of the provided questions were understanding and remembering questions. Moreover, teachers primarily posed single-step questions without follow-up queries, limiting deeper interactions—a key advantage of GenAI chatbots. Additionally, the average score of GenAI chatbot responses was satisfactory for most question types. The results from the questionnaire and focus group indicated that participants had a positive attitude toward the platform, though concerns were raised about platform limitations, implementation challenges, and teacher readiness. The study concludes with implications for further developing GenAI chatbots to enhance physics education through computer simulations.