Middle School Students’ Perceptions of Learning the Periodic Table with an AI Chatbot: A Gender Perspective

Abstract

This study investigated students' perceptions of using an AI-based chatbot featuring Marie Curie in Chemistry education. This study involved two 9th-grade classes in Lisbon (N = 37) and followed a concurrent mixed methods design.A questionnaire with seven closed-ended questions and one open-ended question was used. The data analysis methodologies applied included descriptive statistics, inferential statistics, and content analysis. Quantitative data revealed that students found the development of competencies such as reasoning, information processing, scientific knowledge, and critical thinking to be adequate, though interpersonal skills development was less evident. No statistically significant gender differences were found. Qualitative analysis identified main categories with gendered patternThe findings indicate that integrating an AI-based educational chatbot into Chemistry lessons was perceived as clear and engaging, highlighting its potential to enhance STEM learning and promote female role models, while underscoring the need for collaborative methodologies to foster relational skills.