The Effectiveness of Using Artificial Intelligence in Teaching the “Periodic Table of Chemical Elements” Section (Grade 8)

Abstract

Background and Objective. In the context of educational digitalization, the integration of intelligent digital technologies into the learning process has become one of the key directions of modern pedagogy. Such tools enable personalized learning, learning analytics, and rapid feedback; however, their pedagogical effectiveness in subject-specific instruction remains insufficiently explored. The topic “Periodic Table of Chemical Elements” in chemistry is considered challenging for students due to its abstract conceptual nature. Therefore, the purpose of this study is to determine the impact of intelligent digital tools on Grade 8 students’ learning outcomes in mastering the periodic table topic.

Materials and Methods. The study was conducted among Grade 8 students of School-Gymnasium No. 13 in Almaty using a quasi-experimental pretest–posttest control group design. A total of 37 students participated: the experimental group (8A class, 15 students) and the control group (8Ә class, 22 students). The experimental group employed digital tools including ChatGPT, Canva AI, Assemblr World, and Educaplay, whereas traditional instructional methods were used in the control group. Data were analyzed through testing, pedagogical observation, and comparative statistical analysis.

Results. The post-test results demonstrated higher academic performance in the experimental group (M = 8.27) compared to the control group (M = 7.55). Although Student’s t-test indicated differences between the groups (t = 1.40; p = 0.17), statistical significance was not achieved. However, both groups showed statistically significant improvement between pretest and post-test results (p < 0.001). Visualization tools, interactive tasks, and automated feedback contributed to increased student engagement and improved conceptual understanding.

Conclusion. The pedagogically grounded use of intelligent digital tools contributes to improving the effectiveness of chemistry instruction and can be considered an effective complement to traditional teaching approaches. The findings indicate that the effectiveness of such technologies depends more on pedagogical design than on technological capabilities alone.