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The application of artificial intelligence (AI) has precipitated significant transformations in the educational context, affecting both the teaching and learning processes. Remote laboratories have been widely regarded as valuable educational resources. However, they are constrained by the absence of teacher guidance and accompaniment during experimental activities. To address this limitation, an intelligent assistant was integrated into a remote laboratory for acid–base titration. This study describes the perceptions of students using the intelligent assistant to ascertain its potential utility in the courses in which this laboratory is most frequently utilised. The study was conducted using a mixed methodology, whereby a survey was administered to 250 students at the University of Buenos Aires. The survey aimed to ascertain perceptions regarding usability, the quality of the user experience, and the students’ own perceptions of learning, as well as potential areas for improvement. Furthermore, an analysis of student interactions with the assistant was conducted to generate emotional and learning indicators. One of the main conclusions demonstrates the potential of the tool as an educational complement, which represents a significant advancement in remote laboratory learning assisted by artificial intelligence.

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Students’ Experience Using an Artificial Intelligence Tool Integrated into a Remote Chemistry Laboratory

  • 会议论文

  • 发表日期：

    2026年

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  • Fiorella Lizano-Sánchez,
  • Ignacio Idoyaga,
  • Fernando Capuya,
  • Pablo Orduña,
  • Luis Rodriguez-Gil,
  • Carlos Arguedas-Matarrita

摘要

The application of artificial intelligence (AI) has precipitated significant transformations in the educational context, affecting both the teaching and learning processes. Remote laboratories have been widely regarded as valuable educational resources. However, they are constrained by the absence of teacher guidance and accompaniment during experimental activities. To address this limitation, an intelligent assistant was integrated into a remote laboratory for acid–base titration. This study describes the perceptions of students using the intelligent assistant to ascertain its potential utility in the courses in which this laboratory is most frequently utilised. The study was conducted using a mixed methodology, whereby a survey was administered to 250 students at the University of Buenos Aires. The survey aimed to ascertain perceptions regarding usability, the quality of the user experience, and the students’ own perceptions of learning, as well as potential areas for improvement. Furthermore, an analysis of student interactions with the assistant was conducted to generate emotional and learning indicators. One of the main conclusions demonstrates the potential of the tool as an educational complement, which represents a significant advancement in remote laboratory learning assisted by artificial intelligence.