Artificial intelligence for the teaching-learning process of physics

David Robinson Alcívar Alcívar; Orley Benedicto Reyes Meza

doi:10.21744/ijss.v8n3.2439

Authors

David Robinson Alcívar Alcívar
daroalal02@gmail.com
Eloy Alfaro Secular University of Manabí, Chone Extension, Degree: Pedagogy of Experimental Sciences, Chone, Manabí, Ecuador
Orley Benedicto Reyes Meza Eloy Alfaro Secular University of Manabí, Chone Extension, Degree: Pedagogy of Experimental Sciences, Chone, Manabí, Ecuador

Keywords:

Artificial intelligence, Educational technology, STEM education, Student motivation, Uses of technology in education

Abstract

The research examined the application of Artificial Intelligence (AI) in the teaching of physics at the 5 de Mayo Educational Unit in Chone during 2024. The study focused on understanding its benefits and limitations in a context with technological gaps, complex for teachers and students at these levels. Artificial Intelligence, arguably, is a transformative tool that facilitates the understanding of abstract concepts through simulations, personalizes learning, motivates students, and promotes inclusion. However, it also warned of risks such as overdependence, loss of critical thinking, and inequity if not implemented with ethical and pedagogical criteria. Using a mixed methodological approach, 40 students and 5 teachers were surveyed and interviewed. The results indicated that approximately half of the students perceive that AI facilitates understanding and makes the subject more attractive, although another segment showed neutral or negative positions due to a lack of technological familiarity or limited teacher support. Teachers recognized AI's potential to personalize learning and identify difficulties, but they did not report a significant reduction in their workload or fully trust automated assessment.

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