Enhancing Conceptual Understanding in Chemistry Education Through AI-Powered Tutoring Systems
Kumar, Sandeep
ORCID: https://orcid.org/0009-0009-0775-698X
Professor of Chemistry, and ‘by courtesy of Psychology’, School of Applied and Behavioral Sciences, NIILM University Kaithal Haryana
Abstract
This research explores the transformative role of AI-powered tutoring systems in enhancing students’ conceptual understanding in chemistry education. With the integration of intelligent tutoring systems (ITS), adaptive learning technologies, and natural language processing (NLP), AI provides personalized learning experiences tailored to individual student needs. The study employs a mixed-methods approach to assess the effectiveness of AI tools in improving comprehension, retention, and engagement among high school and undergraduate chemistry students. Data is gathered through experimental interventions, pre- and post-tests, and surveys. Results indicate that AI-tutored students outperform those in traditional settings, demonstrating improved problem-solving skills and deeper conceptual grasp. The findings support the integration of AI in chemistry curricula and offer practical recommendations for educators and policymakers.
Keywords: Chemistry Education, Artificial Intelligence, Intelligent Tutoring Systems, Conceptual Understanding, Adaptive Learning.
Impact Statement
AI-powered tutoring systems hold significant promise for transforming chemistry education by fostering deeper conceptual understanding. This research aims to investigate their impact on student learning outcomes, engagement, and attitudes towards chemistry. By providing personalized feedback, adaptive learning paths, and interactive simulations, these systems can address individual learning needs and bridge gaps in understanding abstract chemical concepts. The findings will inform educators and developers on the effectiveness of AI in enhancing conceptual mastery, potentially leading to improved student performance, increased interest in STEM fields, and a more robust foundation for future scientific endeavors. Ultimately, this research seeks to contribute to the development and implementation of more effective and engaging chemistry learning experiences for students.
About The Author
Dr Sandeep Kumar is working as Professor of Chemistry and ‘by courtesy of psychology’ NIILM University Kaithal Haryana, and have more than two decades experience in teaching, research, curriculum development, counselling and leadership. His areas of interest are chemical education, research, behavioural science, teacher education and practices. As resource person, he has conducted more than 225 training programs for the school and higher education teachers. He has been awarded with numerous prestigious National and International Awards. He has participated and presented research articles in more than 200 National and International conferences. He has been invited as keynote speaker, guest of honour, conference chair, and resources person in various National and International Conferences. He is associated with various National and International Organizations.
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