This study addresses the implementation of a ChatBot based on artificial intelligence (AI) to facilitate the learning of abstract concepts in physics, adopting an integrated methodological approach. It highlights the significant potential of chatbots to enrich and simplify the teaching–learning process, evidenced by notable improvements in the grades of students who interacted with the tool. The research is justified by the need to improve educational strategies and optimize learning in physics, using innovative technological tools. The main objective was to design and implement a pedagogical ChatBot as a virtual tutor for high school students, offering a personalized academic reinforcement resource available 24 h a day. The study adopted a quasi-experimental design, selecting participants for control and experimental groups, and employing pretest and posttest to assess understanding of specific physics concepts, along with surveys to evaluate the perceived usefulness of the ChatBot. The results revealed a significant improvement in the academic performance of the experimental group compared to the control group, corroborating the effectiveness of chatbots in the educational environment. In addition, the implementation of the SUS usability scale showed high levels of acceptability and usability among students, indicating a positive perception towards the tool.