The Effects of Artificial Intelligence on Student Learning in the High School Science Classroom

Abstract

The rise of Artificial Intelligence (AI) in daily life has presented both challenges and opportunities for educators. Using AI can make teacher and student lives easier, but it can also hinder honest learning. This study investigated the effects of using AI in a high school anatomy and physiology classroom in Big Piney, Wyoming. Students were taught two units without any AI strategies, and two comparable units with frequent uses of AI tools in an alternating fashion (N=22). Impact on student learning, measured by both achievement and attitudes, was measured both quantitatively through pre and posttest scores, and qualitatively through a variety of surveys and interviews. Results indicate an interesting dichotomy. While opinions were mixed, students showed a slight trend of dislike and skepticism toward learning with AI strategies in surveys and interviews. However, achievement increased in the units taught with AI tools. Several outside factors, mainly that the units were comprised of different content, could have contributed to this difference in achievement. Thus, the mixed results do not provide a convincing conclusion, but rather a discussion point for future research and pedagogical strategies with AI in the classroom.