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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1518896
This article is part of the Research Topic Generative AI Tools in Education and its Governance: Problems and Solutions View all 7 articles

Teachers' perspective on the use of Artificial Intelligence on remote experimentation

Provisionally accepted
Fiorella Lizano-Sánchez Fiorella Lizano-Sánchez 1*Ignacio Idoyaga Ignacio Idoyaga 2Pablo Orduña Pablo Orduña 3Luis Rodriguez-Gil Luis Rodriguez-Gil 4Carlos Arguedas-Matarrita Carlos Arguedas-Matarrita 1
  • 1 Universidad Estatal a Distancia, San José, Costa Rica
  • 2 University of Buenos Aires, Buenos Aires, Buenos Aires, Argentina
  • 3 LabsLand, San Francisco, California, United States
  • 4 LabsLand, Bilbao, Spain

The final, formatted version of the article will be published soon.

    Remote Laboratories have become crucial educational resources due to their implementation in institutions that have adopted hybrid teaching models. Moreover, artificial intelligence (AI) has increasingly been used to develop educational support tools. Remote Laboratories suffer from a limitation: when students conduct experimental activities, instructors cannot always be immediately available to resolve doubts. To address this limitation, a virtual assistant was integrated into the Acid-Base Titration II Remote Laboratory. The aim of this research is to understand the perspective of chemistry teachers from the Common Basic Cycle of the University of Buenos Aires on the use of this artificial intelligence tool. For this purpose, a focus group was conducted in which a series of questions were asked before and after using the AI tool. The findings reveal that teachers perceive great potential in the combination of these technologies. Furthermore, the virtual assistant could offer personalised assistance in real time, which ensures accompaniment during the completion of the Remote Laboratory.

    Keywords: Artificial Intelligence1, remote experimentation2, acid-base titration3, chemical education4, virtual assistant5

    Received: 29 Oct 2024; Accepted: 20 Jan 2025.

    Copyright: © 2025 Lizano-Sánchez, Idoyaga, Orduña, Rodriguez-Gil and Arguedas-Matarrita. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Fiorella Lizano-Sánchez, Universidad Estatal a Distancia, San José, Costa Rica

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.