Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics

This pilot study explores the feasibility of integrating large language model (LLM) assistants into physics education through a Moodle plugin designed to address conceptual understanding in Newtonian mechanics. Using OpenAI's GPT for real-time Socratic dialogue, the plugin guides students throu...

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Autores: Kahaleh, Rabih|||0009-0000-2418-2222, López Simó, Víctor|||0000-0002-2161-9211, Imad, Rodrigue, Maneva, Elitza Nikolaeva|||0000-0002-8638-1013
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:dnet:uabarcelona_::b7edb3139fef2fe75718abb9194fbc7e
Acceso en línea:https://ddd.uab.cat/record/327974
https://dx.doi.org/urn:doi:10.3991/ijet.v20i04.57879
Access Level:acceso abierto
Palabra clave:Large Language Models
Force Concept Inventory
Learning Management System
Conceptual change
Physics misconceptions
Socratic dialogue
AI Moodle Plugin
Artificial Intelligence in STEM education
Constructivist learning
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spelling Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary PhysicsKahaleh, Rabih|||0009-0000-2418-2222López Simó, Víctor|||0000-0002-2161-9211Imad, RodrigueManeva, Elitza Nikolaeva|||0000-0002-8638-1013Large Language ModelsForce Concept InventoryLearning Management SystemConceptual changePhysics misconceptionsSocratic dialogueAI Moodle PluginArtificial Intelligence in STEM educationConstructivist learningThis pilot study explores the feasibility of integrating large language model (LLM) assistants into physics education through a Moodle plugin designed to address conceptual understanding in Newtonian mechanics. Using OpenAI's GPT for real-time Socratic dialogue, the plugin guides students through misconception-targeted questions adapted from the Force Concept Inventory (FCI). Aligned with principles of inquiry-based learning, the intervention compares AI-guided feedback with instructor-guided materials over a one-week, three-session classroom study. Results suggest that students receiving AI-guided Socratic dialogue showed greater conceptual gains on certain targeted items (e.g., Newton's Third Law), whereas instructor guidance proved more effective for other concepts (e.g., mass and free-fall independence). Survey feedback highlights the immediacy and interactive nature of the AI while also noting a preference for the clarity provided by instructors. Qualitative analysis of open-ended question responses suggests that AI-driven dialogue promotes deeper reasoning when restating student ideas and scaffolding reflection. These preliminary findings underscore the potential of LLMs to support conceptual change in physics education when thoughtfully embedded within learning management systems, highlighting the complexity and value of personalized, interactive feedback for addressing student misconceptions. 22025-01-0120252025-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/327974https://dx.doi.org/urn:doi:10.3991/ijet.v20i04.57879reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:dnet:uabarcelona_::b7edb3139fef2fe75718abb9194fbc7e2026-06-06T12:50:31Z
dc.title.none.fl_str_mv Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
title Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
spellingShingle Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
Kahaleh, Rabih|||0009-0000-2418-2222
Large Language Models
Force Concept Inventory
Learning Management System
Conceptual change
Physics misconceptions
Socratic dialogue
AI Moodle Plugin
Artificial Intelligence in STEM education
Constructivist learning
title_short Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
title_full Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
title_fullStr Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
title_full_unstemmed Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
title_sort Evaluating an AI-Powered Moodle Plugin for Enhancing Conceptual Understanding in Secondary Physics
dc.creator.none.fl_str_mv Kahaleh, Rabih|||0009-0000-2418-2222
López Simó, Víctor|||0000-0002-2161-9211
Imad, Rodrigue
Maneva, Elitza Nikolaeva|||0000-0002-8638-1013
author Kahaleh, Rabih|||0009-0000-2418-2222
author_facet Kahaleh, Rabih|||0009-0000-2418-2222
López Simó, Víctor|||0000-0002-2161-9211
Imad, Rodrigue
Maneva, Elitza Nikolaeva|||0000-0002-8638-1013
author_role author
author2 López Simó, Víctor|||0000-0002-2161-9211
Imad, Rodrigue
Maneva, Elitza Nikolaeva|||0000-0002-8638-1013
author2_role author
author
author
dc.subject.none.fl_str_mv Large Language Models
Force Concept Inventory
Learning Management System
Conceptual change
Physics misconceptions
Socratic dialogue
AI Moodle Plugin
Artificial Intelligence in STEM education
Constructivist learning
topic Large Language Models
Force Concept Inventory
Learning Management System
Conceptual change
Physics misconceptions
Socratic dialogue
AI Moodle Plugin
Artificial Intelligence in STEM education
Constructivist learning
description This pilot study explores the feasibility of integrating large language model (LLM) assistants into physics education through a Moodle plugin designed to address conceptual understanding in Newtonian mechanics. Using OpenAI's GPT for real-time Socratic dialogue, the plugin guides students through misconception-targeted questions adapted from the Force Concept Inventory (FCI). Aligned with principles of inquiry-based learning, the intervention compares AI-guided feedback with instructor-guided materials over a one-week, three-session classroom study. Results suggest that students receiving AI-guided Socratic dialogue showed greater conceptual gains on certain targeted items (e.g., Newton's Third Law), whereas instructor guidance proved more effective for other concepts (e.g., mass and free-fall independence). Survey feedback highlights the immediacy and interactive nature of the AI while also noting a preference for the clarity provided by instructors. Qualitative analysis of open-ended question responses suggests that AI-driven dialogue promotes deeper reasoning when restating student ideas and scaffolding reflection. These preliminary findings underscore the potential of LLMs to support conceptual change in physics education when thoughtfully embedded within learning management systems, highlighting the complexity and value of personalized, interactive feedback for addressing student misconceptions.
publishDate 2025
dc.date.none.fl_str_mv 2
2025-01-01
2025
2025-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/327974
https://dx.doi.org/urn:doi:10.3991/ijet.v20i04.57879
url https://ddd.uab.cat/record/327974
https://dx.doi.org/urn:doi:10.3991/ijet.v20i04.57879
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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