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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 learning outcomes between experimental (ChatGPT) and control (traditional teacher) groups across Bloom's taxonomy cognitive domains. The study found that students in the control group performed significantly better (15% vs 7.5% good/outstanding ratings) and that ChatGPT faced challenges with student engagement and completion rates.
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