The traditional field trip is undergoing a revolutionary transformation, thanks to the integration of Artificial Intelligence (AI) and virtual reality technologies. Field trips are no longer limited to simple 360-degree videos or static images; they now offer immersive, interactive experiences that can transport students to distant locations, historical eras, or even microscopic environments. Recent research by Golding (2024) explores an innovative approach to extending the reach of science exhibits using AI-powered chatbots, potentially increasing accessibility for students who may be marginalized in STEM due to various factors, including cultural barriers.
Golding’s study investigates the use of anthropomorphized chatbots to transform public science exhibits into engaging virtual experiences. The research hypothesizes that turning exhibits into first-person, personality-driven chatbots – such as quirky-talking asteroids or comets – can increase student engagement and learning. This approach aligns with findings from Janson et al. (2023), which suggest that anthropomorphic design features in chatbots can improve educational engagement.
One of the key aspects of Golding’s research is the integration of Bloom’s Taxonomy into the chatbot interactions. By incorporating question generation based on Bloom’s Taxonomy, these AI-enhanced virtual exhibits can provide a more structured and pedagogically sound learning experience. This method allows for the creation of questions that target different cognitive levels, from basic recall to higher-order thinking skills, potentially improving student comprehension and retention of scientific concepts.
The study also explores the feasibility of using Generative AI, such as GPT models, to create these educational chatbots. This approach could potentially allow educators and science centers to easily produce virtual exhibits without extensive programming knowledge. The research demonstrates that it’s possible to combine anthropomorphic features with educational content and assessment questions using AI prompt engineering techniques.
While Golding’s study is preliminary and focused on feasibility, it lays the groundwork for future classroom evaluations of such AI-enhanced virtual exhibits. The potential benefits of this approach extend beyond simple knowledge transfer. This technology could support a more inclusive STEM education environment, allowing for customization to various cultural contexts. As we move forward, it will be crucial to conduct comprehensive field evaluations to fully understand the impact of these AI-powered virtual exhibits on student engagement, learning outcomes, and STEM inclusivity.