Making a revolution in physics learning in high schools with ChatGPT: A case study in UAE
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This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.
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Enhancing students' critical thinking and real-world problem-solving practices remains a key objective, with GenAI-supported interactive learning and analytical tasks designed to promote critical analysis, logical reasoning, and the generative use of knowledge to authentic challenges in science and mathematics.
“Additionally, enhancing students' critical thinking and real-world problem-solving practices remains a key objective. GenAI-supported interactive learning and analytical tasks are designed to promote critical analysis, logical reasoning, and the generative use of knowledge to authentic challenges in science and mathematics.”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [104]
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredNumerous studies report higher enthusiasm, participation, curiosity, and satisfaction after AI use, alongside a general preference for AI tools as efficient and convenient.
“Numerous studies report higher enthusiasm, participation, curiosity, and satisfaction after AI use [6,70,74,81,87,91,92,101,104,106,113,114,116,119,131,141,142], alongside a general preference for AI tools as efficient and convenient [99,111,124,127,135,140].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [104]
The Discussion reports high involvement in collaborative learning among the UAE high-school physics students who used ChatGPT, and the Conclusions say it can increase their interest in physics. The paper does not establish higher enthusiasm, curiosity, or satisfaction after AI use. The separate claim about a general preference for efficient and convenient AI tools has a different citation group and is not attributed to this source. (LLM, conf=0.85)
Experimental — accuracy not yet measuredEvidence spans STEM and the humanities, including gains in understanding physics and programming, as well as improved reading and poetry interpretation.
“Evidence spans STEM and the humanities, including gains in understanding physics [91,101,104,147] and programming [95,148,150], as well as improved reading and poetry interpretation [72,75,81,116].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [104]
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Cited by
Sorted by citations
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- Authors
- Alarbi, K., Halaweh, M., Tairab, H., Alsalhi, N. R., Annamalai, N., & Aldarmaki, F.
- Affiliations
- College of Education, Al Ain University, Al Ain, UAE
- Al Ain University (AE)
- United Arab Emirates University (AE)
- University of Sharjah (AE)
- Universiti Sains Malaysia (MY)
- College of Education, United Arab Emirates University, Al Ain, UAE
- Corresponding author
- Alsalhi, Najeh Rajeh
- ORCID
- Venue
- Eurasia Journal of Mathematics, Science and Technology Education
- Publisher
- Modestum Ltd
- Published
- 2024-09-01
- Volume
- 20
- Issue
- 9
- Pages
- em2499
- ISSN
- 1305-8215 (ISSN-L)
- 1305-8223
- OpenAlex
- W4401689963
- Cited by
- 28
- References
- 59
- Citations by year
- 2026: 11 · 2025: 17
- FWCI
- 10.56
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Eurasia Journal of Mathematics Science and Technology Education (publishedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Educational Methods and Outcomes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- ChatGPT, large language models, physics education, high school students, academic performance, learning outcomes, Newton's second law, student engagement, gender differences, United Arab Emirates
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