What type of study is this?

This is a Quantitative Study study (also classified as: Cross-Sectional Study).

September 18, 2025Eurasia Journal of Mathematics Science and Technology Education

Integrating generative artificial intelligence chatbots into chemistry teaching: Impact of affective factors on engagement and conceptual understanding

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Authors

SJSamuel JereUniversity of Venda MMMamotena MpetaUniversity of Venda

Discussion

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Implication

Quantitative study reveals influence of self-efficacy and motivation on engagement and conceptual understanding in learners using ChatGPT in chemistry lessons.

Key Points

Satisfaction significantly enhanced both engagement and perceived conceptual understanding.
Self-efficacy impacted perceived conceptual understanding while motivation improved learner engagement.
A cross-sectional survey design was utilized to gather data from 240 learners in South Africa.
Study findings have implications for teachers integrating AI tools in chemistry education.

Cite This Study

Jere et al. (2025) studied this question.

synapsesocial.com/papers/68d462ca31b076d99fa62291 https://doi.org/10.29333/ejmste/17077

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Implication

Quantitative study reveals influence of self-efficacy and motivation on engagement and conceptual understanding in learners using ChatGPT in chemistry lessons.

Integrating generative artificial intelligence chatbots into chemistry teaching: Impact of affective factors on engagement and conceptual understanding

Discussion

Member takes

Implication

Key Points

Cite This Study

Integrating generative artificial intelligence chatbots into chemistry teaching: Impact of affective factors on engagement and conceptual understanding

Discussion

Member takes

Implication

Key Points

Cite This Study

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