Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory

Autores
Lizano Sánchez, Fiorella; Idoyaga, Ignacio Julio; Orduna, Pablo; Rodriguez Gil, Luis; Arguedas Matarrita, Carlos
Año de publicación
2025
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The integration of artificial intelligence (AI) in education has demonstrated potential for solving individualised learning challenges, particularly through virtual assistants in natural science subjects. This study analyses students‘ interactions with an intelligent assistant integrated into the acid-base titration II remote laboratory to characterise learning needs and identify assigned roles during experimental activities. The intelligent assistant utilised OpenAI GPT-4o, customised with laboratory-specific information. The analysis of interactions was carried out using a mixed methodology combining content analysis with descriptive statistical analysis. The interactions were systematically categorised, revealing four main dimensions in the use of the assistant which are development of remote experiences, data processing, application and conceptual understanding, and guidance for the preparation of laboratory reports. Students positioned the assistant mainly as a tutor for procedural and calculation support, a conceptual support resource connecting experimental practise with theoretical understanding, and a mediator in scientific communication for report elaboration. This role diversification responded directly to students' main difficulties in experimental procedures, concentration calculations, theoretical understanding, and scientific writing. The study validates the necessity of AI-powered pedagogical support, demonstrating the versatility of artificial intelligence in remote laboratories.
Fil: Lizano Sánchez, Fiorella. Universidad Estatal A Distancia; Costa Rica
Fil: Idoyaga, Ignacio Julio. Universidad de Buenos Aires. Facultad de Farmacia y Bioquímica. Centro de Investigación y Apoyo a la Educación Científica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Orduna, Pablo. No especifíca;
Fil: Rodriguez Gil, Luis. No especifíca;
Fil: Arguedas Matarrita, Carlos. Universidad Estatal A Distancia; Costa Rica
Materia
ARTIFICIAL INTELLIGENCE
REMOTE LABORATORIES
CHEMISTRY EDUCATION
INTELLIGENT ASSISTANT
STUDENT LEARNING SUPPORT
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/279582
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Students' interactions with an artificial intelligence assistant in a remote chemistry laboratoryLizano Sánchez, FiorellaIdoyaga, Ignacio JulioOrduna, PabloRodriguez Gil, LuisArguedas Matarrita, CarlosARTIFICIAL INTELLIGENCEREMOTE LABORATORIESCHEMISTRY EDUCATIONINTELLIGENT ASSISTANTSTUDENT LEARNING SUPPORThttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The integration of artificial intelligence (AI) in education has demonstrated potential for solving individualised learning challenges, particularly through virtual assistants in natural science subjects. This study analyses students‘ interactions with an intelligent assistant integrated into the acid-base titration II remote laboratory to characterise learning needs and identify assigned roles during experimental activities. The intelligent assistant utilised OpenAI GPT-4o, customised with laboratory-specific information. The analysis of interactions was carried out using a mixed methodology combining content analysis with descriptive statistical analysis. The interactions were systematically categorised, revealing four main dimensions in the use of the assistant which are development of remote experiences, data processing, application and conceptual understanding, and guidance for the preparation of laboratory reports. Students positioned the assistant mainly as a tutor for procedural and calculation support, a conceptual support resource connecting experimental practise with theoretical understanding, and a mediator in scientific communication for report elaboration. This role diversification responded directly to students' main difficulties in experimental procedures, concentration calculations, theoretical understanding, and scientific writing. The study validates the necessity of AI-powered pedagogical support, demonstrating the versatility of artificial intelligence in remote laboratories.Fil: Lizano Sánchez, Fiorella. Universidad Estatal A Distancia; Costa RicaFil: Idoyaga, Ignacio Julio. Universidad de Buenos Aires. Facultad de Farmacia y Bioquímica. Centro de Investigación y Apoyo a la Educación Científica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Orduna, Pablo. No especifíca;Fil: Rodriguez Gil, Luis. No especifíca;Fil: Arguedas Matarrita, Carlos. Universidad Estatal A Distancia; Costa RicaFrontiers Media2025-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/279582Lizano Sánchez, Fiorella; Idoyaga, Ignacio Julio; Orduna, Pablo; Rodriguez Gil, Luis; Arguedas Matarrita, Carlos; Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory; Frontiers Media; Frontiers in Education; 10; 11-2025; 1-102504-284XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/feduc.2025.1712743/fullinfo:eu-repo/semantics/altIdentifier/doi/10.3389/feduc.2025.1712743info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2026-02-26T10:35:50Zoai:ri.conicet.gov.ar:11336/279582instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982026-02-26 10:35:51.192CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
title Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
spellingShingle Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
Lizano Sánchez, Fiorella
ARTIFICIAL INTELLIGENCE
REMOTE LABORATORIES
CHEMISTRY EDUCATION
INTELLIGENT ASSISTANT
STUDENT LEARNING SUPPORT
title_short Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
title_full Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
title_fullStr Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
title_full_unstemmed Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
title_sort Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory
dc.creator.none.fl_str_mv Lizano Sánchez, Fiorella
Idoyaga, Ignacio Julio
Orduna, Pablo
Rodriguez Gil, Luis
Arguedas Matarrita, Carlos
author Lizano Sánchez, Fiorella
author_facet Lizano Sánchez, Fiorella
Idoyaga, Ignacio Julio
Orduna, Pablo
Rodriguez Gil, Luis
Arguedas Matarrita, Carlos
author_role author
author2 Idoyaga, Ignacio Julio
Orduna, Pablo
Rodriguez Gil, Luis
Arguedas Matarrita, Carlos
author2_role author
author
author
author
dc.subject.none.fl_str_mv ARTIFICIAL INTELLIGENCE
REMOTE LABORATORIES
CHEMISTRY EDUCATION
INTELLIGENT ASSISTANT
STUDENT LEARNING SUPPORT
topic ARTIFICIAL INTELLIGENCE
REMOTE LABORATORIES
CHEMISTRY EDUCATION
INTELLIGENT ASSISTANT
STUDENT LEARNING SUPPORT
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The integration of artificial intelligence (AI) in education has demonstrated potential for solving individualised learning challenges, particularly through virtual assistants in natural science subjects. This study analyses students‘ interactions with an intelligent assistant integrated into the acid-base titration II remote laboratory to characterise learning needs and identify assigned roles during experimental activities. The intelligent assistant utilised OpenAI GPT-4o, customised with laboratory-specific information. The analysis of interactions was carried out using a mixed methodology combining content analysis with descriptive statistical analysis. The interactions were systematically categorised, revealing four main dimensions in the use of the assistant which are development of remote experiences, data processing, application and conceptual understanding, and guidance for the preparation of laboratory reports. Students positioned the assistant mainly as a tutor for procedural and calculation support, a conceptual support resource connecting experimental practise with theoretical understanding, and a mediator in scientific communication for report elaboration. This role diversification responded directly to students' main difficulties in experimental procedures, concentration calculations, theoretical understanding, and scientific writing. The study validates the necessity of AI-powered pedagogical support, demonstrating the versatility of artificial intelligence in remote laboratories.
Fil: Lizano Sánchez, Fiorella. Universidad Estatal A Distancia; Costa Rica
Fil: Idoyaga, Ignacio Julio. Universidad de Buenos Aires. Facultad de Farmacia y Bioquímica. Centro de Investigación y Apoyo a la Educación Científica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Orduna, Pablo. No especifíca;
Fil: Rodriguez Gil, Luis. No especifíca;
Fil: Arguedas Matarrita, Carlos. Universidad Estatal A Distancia; Costa Rica
description The integration of artificial intelligence (AI) in education has demonstrated potential for solving individualised learning challenges, particularly through virtual assistants in natural science subjects. This study analyses students‘ interactions with an intelligent assistant integrated into the acid-base titration II remote laboratory to characterise learning needs and identify assigned roles during experimental activities. The intelligent assistant utilised OpenAI GPT-4o, customised with laboratory-specific information. The analysis of interactions was carried out using a mixed methodology combining content analysis with descriptive statistical analysis. The interactions were systematically categorised, revealing four main dimensions in the use of the assistant which are development of remote experiences, data processing, application and conceptual understanding, and guidance for the preparation of laboratory reports. Students positioned the assistant mainly as a tutor for procedural and calculation support, a conceptual support resource connecting experimental practise with theoretical understanding, and a mediator in scientific communication for report elaboration. This role diversification responded directly to students' main difficulties in experimental procedures, concentration calculations, theoretical understanding, and scientific writing. The study validates the necessity of AI-powered pedagogical support, demonstrating the versatility of artificial intelligence in remote laboratories.
publishDate 2025
dc.date.none.fl_str_mv 2025-11
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/279582
Lizano Sánchez, Fiorella; Idoyaga, Ignacio Julio; Orduna, Pablo; Rodriguez Gil, Luis; Arguedas Matarrita, Carlos; Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory; Frontiers Media; Frontiers in Education; 10; 11-2025; 1-10
2504-284X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/279582
identifier_str_mv Lizano Sánchez, Fiorella; Idoyaga, Ignacio Julio; Orduna, Pablo; Rodriguez Gil, Luis; Arguedas Matarrita, Carlos; Students' interactions with an artificial intelligence assistant in a remote chemistry laboratory; Frontiers Media; Frontiers in Education; 10; 11-2025; 1-10
2504-284X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/feduc.2025.1712743/full
info:eu-repo/semantics/altIdentifier/doi/10.3389/feduc.2025.1712743
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.176822

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