Quasi-experimental study demonstrates significant performance improvements in chemistry students using AI tutoring.
We report the evaluation in a university general chemistry course of a tutoring system for oxidation number assignment that is based on artificial intelligence principles. The system evaluated differs from conventional chemistry tutorial software in several important respects. It can tutor the assignment of oxidation numbers for any chemical formula entered by the student, rather than being limited to a fixed set of problems, and analyze and respond to the student’s own work, which is directly entered by the student in detail one step at a time. A quasi-experimental pre-/post-test study found that students who used the tutor to study during homework had a 60.7% greater performance gain between the pre-test and post-test than control group students who did the same homework. The increase in ability to solve problems correctly was statistically significant with a significance level of p << 0.001.
No takes yet. Share an insight, caveat, or question.
Kuhel et al. (2010) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: