The Effect of AI-Supported Adaptive Virtual Laboratories on Developing Chemical Thinking and Problem-Solving Skills among Secondary School Students

Abstract

This study aims to investigate the effect of employing AI-supported adaptive virtual laboratories on developing chemical thinking and problem-solving skills among secondary school students. The study adopted a quasi-experimental design, in which a sample of fourth-grade scientific stream students from a secondary school was selected and divided into two groups: an experimental group taught using AI-supported adaptive virtual laboratories, and a control group taught using the traditional method.Two research instruments were developed: a chemical thinking test and a problem-solving skills test. The validity and reliability of the instruments were verified using appropriate statistical methods. The instruments were administered pre- and post-tests to both groups, and appropriate statistical techniques were used to analyze the data. The results revealed statistically significant differences at the (0.05) level between the mean scores of the two groups in favor of the experimental group in both chemical thinking and problem-solving skills. This indicates the effectiveness of AI-supported adaptive virtual laboratories in enhancing learning outcomes.These findings can be attributed to the interactive and adaptive learning environment provided by such laboratories, which considers individual differences, promotes self-directed learning, and enhances deep understanding of chemical concepts. Based on the results, the study recommends integrating intelligent technologies into science education, training teachers on their use, and conducting further studies across different scientific disciplines.