Exploring the Potential of ChatGPT as a Substitute Teacher: A Case Study

This case study evaluates ChatGPT as a substitute teacher for 11th-grade chemistry students in the UAE, comparing student engagement and learning outcomes across cognitive domains (knowledge, application, reasoning) between ChatGPT-taught and traditionally-taught control groups using Bloom's taxonomy. The study found that while ChatGPT showed some promise in knowledge recall and reasoning, the control group significantly outperformed the experimental group, with double the percentage of students achieving good/outstanding results.

This study explores the potential of utilizing ChatGPT, an AI-powered chatbot, as a substitute teacher in the context of teaching chemistry to eleventh-grade students following the American curriculum in the United Arab Emirates. The study aims to assess the effectiveness of ChatGPT in engaging students and facilitating learning across different cognitive domains. The research employs Bloom’s taxonomy to categorize learning objectives and evaluate student performance in the areas of knowing, app

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