Drawing on work by Zinn (2014) and Zeller (2015) this master thesis aimed to answer if the built tutoring system is easy to understand and use and if the system can help students solve chemical equations, mainly redox reactions, in the future. This question arose out of the need for chemistry-related tutoring systems. Although tutoring systems are common in other fields such as medicine or mathematics and are very useful, especially in STEM-related fields, there are hardly any chemical ITS in practice and none on chemical reactions. But as many students struggle with redox reactions in particular and fail to grasp the underlying logic and rules inherent to solving these reactions (Taskin and Bernholt, 2012), it suggested itself as a field of application.