Session Chair: Mark McNaught, University of Mount Union

1. Investigating the Use of ChatGPT With Chemistry Exam Questions

Ted Clark

The Ohio State University

The artificial intelligence chatbot ChatGPT was used to answer questions from final exams administered in two general chemistry courses, including questions with multiple-choice format and with open-response format. Reponses were coded based on concept identification, problem-solving strategy, and execution to reach the final solution. For multiple-choice questions ChatGPT was very capable at identifying the concept even when the question included a great deal of chemical symbolism. However, ChatGPT’s success at solving problems was well below the class average. Similarly, on open-response questions, ChatGPT’s ability to identify the concept surpassed its ability to provide responses of an average student. Incorrect responses and flawed explanations were often logically sound and would be persuasive to a novice. The chatbot is currently ill-equipped to provide reliable feedback to students for representative exam questions, but could be used to create assignments in which students analyze and improve ChatGPT’s responses

2. Improving Effectiveness of STEM Courses via the Use of Video Games

Neelam Soundarajan,  Amarth Chen

The Ohio State University

Video games have been effectively used in numerous domains from the military to medical education to a wide range of small and large businesses.  But, with few exceptions, they are not used in college (or high school) STEM courses. That is unfortunate since today's students are "digital natives" --as Marc Prensky puts it-- who are likely to enthusiastically engage with well-designed video games.

Students often struggle with developing deep understanding of important STEM concepts, especially when they conflict with "common sense" notions developed on the basis everyday experience. This was compellingly demonstrated by the work on "concept inventories" by physics education researchers which showed that such topics challenge students from even elite institutions.  Video games, with their ability to create all manner of virtual worlds, if they are designed to effectively engage the players, are likely to be of value in helping students develop intuition of such concepts.

The inclusion of a range of avatars possessing different features and interests that the players can identify with and the ability to move through the game at different rates should help cater to students with different backgrounds and interests. This presentation will briefly summarize prior work on the potential of video games for STEM education, present some of the potential pitfalls and present the prototype design for a game intended to help players develop intuition for two key concepts underlying quantum physics.

3. Best Practices for Supporting Visually Impaired Students in STEM Courses

Daniel A. Turner

The Ohio State University

Despite technological advancements and the availability of assistive devices, visually impaired students still face significant challenges in accessing and comprehending chemistry material. As a result, they may be at a disadvantage compared to their sighted peers and may struggle to keep up with the coursework.  One of the primary challenges for visually impaired students is the inability to perceive visual information, which is fundamental in chemistry. Assistive technologies such as screen readers, magnifiers, and text-to-speech software can be used to enhance accessibility by provide visually impaired students with access to digital content and allow them to navigate through web-based learning platforms and digital textbooks.

In this presentation, I will discuss my experience modifying traditional instructional methods for a visually impaired student taking a general chemistry course. I will highlight the importance of accessibility, discuss feedback I received from the student, and provide actionable steps for educators to ensure that visually impaired students have equal access to the education they deserve. By implementing these strategies, educators can create a more inclusive learning environment that supports the diverse needs of all students.