Effectiveness and guidance of artificial intelligence chatbots in diagnosing exponential expression errors

Korkmaz Güler N., Yıldız B.

JOURNAL OF EDUCATIONAL RESEARCH, cilt.119, ss.1-24, 2025 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 119
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/00220671.2025.2510387
  • Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.1-24
  • Çukurova Üniversitesi Adresli: Hayır

Özet

The aim of this study is to evaluate the capacity of ChatGPT-4 and Gemini chatbots in detectingand addressing students’ misconceptions related to exponential expressions. Responses from ninestudents in southern Türkiye to a conceptual test on exponential expressions were analyzed bythese chatbots. The findings indicate that both ChatGPT-4 and Gemini were partially successful inidentifying and correcting students’ misconceptions. However, ChatGPT-4 outperformed Gemini inthis area. Both chatbots were able to provide appropriate guidance in certain cases. Nevertheless,ChatGPT-4 demonstrated superior ability in interacting with students and responding to their inputs.On the other hand, Gemini was more effective in offering accurate solutions and feedback. Thestudy reveals that chatbots may encounter difficulties in detecting and correcting conceptualmisunderstandings. To ensure the effective use of chatbots in educational settings, the studyrecommends the integration of synchronous and asynchronous classroom environments in whichteachers can closely monitor student responses.