Leveraging AI in Chemister Application: Enhancing High School Students' Understanding of Reaction Rates

Abstract

The Chemister application presents an innovative method for advancing chemistry education, specifically tailored to enhance high school students’ understanding of reaction rates by integrating Artificial Intelligence (AI), Augmented Reality (AR), gamification, and discussion forums. Employing a descriptive analysis within a Research and Development (R&D) framework, this study investigates the app’s effectiveness in improving student engagement and conceptual comprehension. A pilot implementation involving eleven high school students demonstrated promising outcomes. A paired sample t-test conducted on students’ pre-and post-test scores revealed a significant improvement in learning outcomes. The mean pre-test score was 56.5 (SD = 3.69), which increased to 73.1 (SD = 3.93) post-intervention, reflecting an average increase of 29.38%. This difference was statistically significant (t(10) = 9.74, t-critical = 2.10), and the effect size was notably large (Cohen’s d = 4.36), underscoring the app’s meaningful impact on conceptual understanding. The findings indicate that the Chemister application fosters self-directed learning beyond the traditional constraints of time and space while promoting critical thinking through interactive and collaborative features. This study highlights the transformative potential of technology-enhanced learning tools in contemporary chemistry education and advocates for further exploration of their broader applicability in diverse educational contexts.