Using virtual assistant for learning selected topics of Physics

Abstract

With the increase in the use of mobile applications and advances in artificial intelligence, the use of emerging technologies such as chatbots has increased. Given its characteristics, this type of applications is beginning to be used in the educational area, so there is a need to measure its impact and ensure its effectiveness in the learning process. This study implements the use of a chatbot to increase the conceptual understanding of Newton’s laws, integrating it into a didactic sequence in conjunction with active learning activities. For the analysis of the data, an exploratory study with a pre-experimental design was carried out on several university physics groups, with a total of 122 participants. Hake’s g was calculated to know the gain in the students’ conceptual understanding. The results of this study demonstrate that although there is an increase in students’ conceptual understanding, the design of the didactic sequence needs to be improved to increase the percentages obtained. Likewise, it is necessary to develop instruments that allow direct measurement of the impact of the use of chatbot on student learning and the selection of a control group to compare the results of students who completed the didactic sequence, with those that take a traditional physics class.