In the digital era, the integration of Artificial Intelligence (AI) into education has become a transformative force. This study explores the application of XIPU AI in the PHY001 module, "Classical Physics for Engineers," at Xi’an Jiaotong-Liverpool University, focusing on personalized learning experiences for Year-1 students. The study investigates how AI-generated images and an AI-assisted video competition can enhance student engagement and understanding of classical physics. Results indicate that AI not only captures students' attention but also deepens their comprehension through active participation. This study provides valuable insights into leveraging AI for personalized and interactive learning in STEM education.

 

 

In the contemporary educational landscape, the integration of technology has become increasingly vital for enhancing teaching and learning experiences. Artificial Intelligence (AI) has emerged as a powerful tool capable of revolutionizing traditional educational paradigms. This study examines the application of XIPU AI in the PHY001 module, "Classical Physics for Engineers," offered to Year-1 students at Xi’an Jiaotong-Liverpool University. The module, designed for a large cohort of over 100 students, faced significant challenges in maintaining student engagement and interaction within a limited timeframe. As the module leader, I initiated the integration of AI to make lectures more interactive and the learning process more engaging.

Traditional teaching methods often struggle to sustain student interest, particularly in large classes where student-teacher interaction is limited. Research indicates that “students attended more to the text–picture slides” [1]. This “modality effect in multimedia learning” [2] motivated me to use the AI-created pictures in my lecture slides, as an innovative approach to sustain their focus and participation during lectures.

 
While physics explainer videos offer a novel platform for conveying declarative knowledge, there is a risk that passive viewing might create an illusion of understanding without true comprehension [3].To address this, an active learning strategy was conducted where students create their own educational videos with the aid of AI. By actively involving students in content creation, this initiative aims to deepen their understanding and application of physics concepts and to provide them with hands-on experience with AI tools.

 

 

To address the challenge of maintaining student engagement, XIPU AI was employed to create visually appealing and relatable illustrations that could capture students' attention and enhance their understanding of abstract theories. One of the specific examples is shown below.

To help students understand the definition of “Heat” in physics, which is “Heat is energy transferred from one object to another”, an example was used to test their understanding and ability to solve the heat as a form of energy: “Suppose you throw caution to the wind and eat too much ice cream and cake on the order of 500 Calories. To compensate, you want to do an equivalent amount of work, climbing stairs or a mountain. How much total height must you climb?” 

Instead of directly showing the solution process to this example with the tedious physics formulas, I prepared some images in different styles, depicting a student's struggle with physics homework, indulging in excessive ice cream and cake, and the subsequent exertion required to burn off the consumed calories. During the lecture, I presented AI-generated images crafted by XIPU AI and invited students to vote for their preferred ones that best corresponded to the example problem.

 

Typically, the students showed a preference for images incorporating humorous or cartoonish elements. Subsequently, I continued to use the voted images to discuss the solution to the example problem.

 

 

Figure 1. Some images generated by XIPU AI

 

 

 

 

Figure 2. The lecture slide with the example problem and the XIPU AI-generated image

 

 

The process of solving physics problems is usually serious. However, through this small interlude, I could capture the attention of students who had been distracted. Upon seeing the illustrations and participating in the voting, they began to listen attentively, with some even smiling as they continued to listen to my subsequent explanations. Thus, I believe that my goal of enhancing student engagement has been achieved without consuming too much lecture time, while this series of images could serve as a catalyst for in-class discussions and enliven the classroom atmosphere. Meanwhile, I also encouraged the students to generate their own example-related pictures by XIPU AI to help solidify their memories.

 

 

2. Designing an Assignment with XIPU AI Usage

To further leverage AI in the learning process, an AI Physics Video Competition was designed as an optional extra credit assignment. Students could choose any subject within the content of the PHY001 module and create videos that demonstrated their understanding and application of physics concepts. They were allowed to form groups of up to three individuals and were provided with safety instructions to ensure their well-being during the video creation process.

XIPU AI was used to provide options for the competition's title, prepare safety instructions, and edit the assignment announcement draft, including the "Rubrics for Marking the AI-Generated Videos." The rubrics, generated by XIPU AI, included criteria such as “Understanding of Core Knowledge, Experimental Verification and Application, Concept Application, Mathematical Representation, and Use of Scientific Method”. I would like to mention that XIPU AI is really good at writing Rubrics and it even gives some additional notes, emphasizing the importance of clarity, creativity, and technical quality in the videos, which I think are very thoughtful and useful (The rubrics and additional notes given by XIPU AI are also shown in the Appendix).

With the support of our department (Department of Physics) and our school (School of Mathematics and Physics), an award ceremony for the AI Physics Video Competition was organized to celebrate the hard work and achievements of our students. Prize-winning students were invited to give presentations to showcase their projects and share their experiences at the ceremony. In preparation for the award ceremony, I also used XIPU AI to generate some images for the opening and closing backgrounds (Figure 3-4).

 

 

Figure 3. The opening slide used for the Award Ceremony of the AI physics video competition

 

 

Figure 4. The closing slide used for the Award Ceremony of the AI physics video competition

 

Results and Tips

Student Engagement and Learning Outcomes
The AI Physics Video Competition saw active participation from students, who demonstrated their creativity and physics knowledge through engaging video production and innovative use of AI tools. The quality of the videos exceeded expectations, as evidenced by the three prize-winning videos (Figure 5-8). A post-competition survey conducted on the Learning Mall Core platform indicated that a majority of students strongly agreed that the videos enhanced their understanding of physics and expressed a preference for more such activities in the future.

 

 

 

 

Figure 5. Captured pictures of the video of the first winner: the student created a video to explain the Second Law of thermodynamics in physics

 

 

Figure 6. Captured pictures of the video of the first winner: the student used AI to generate interesting pictures for the video production to explain daily phenomena and the application of the physical law.

 

 

Figure 7. Captured pictures of the video of the second winner: the student created a video to explain Faraday’s Law of Electromagnetic Induction in physics, using AI to generate pictures and narratives to explain its applications.

 

 

Figure 8. Captured pictures of the video of the third winner: the student created a video to explain mechanical energy in physics and a problem related to the work done for light-rod connected bodies. At the end of the video, it shows how AI was utilized in the video creation.

 

 

Insights and Suggestions

Personalized Learning: AI-generated images and videos can be tailored to individual student preferences, making learning more personalized and engaging. Each student has unique learning styles and interests, and AI can help create content that resonates with them on a personal level. For example, some students may prefer visual aids with humorous elements, while others might benefit from more realistic or detailed illustrations. By allowing students to choose the type of AI-generated content they find most engaging, educators can foster a more inclusive and personalized learning environment. Additionally, encouraging students to create their own content using AI tools not only enhances their understanding of the subject matter but also empowers them to take ownership of their learning process. This active involvement can lead to better retention of complex concepts and a deeper sense of achievement.

 Active Learning Strategies: Involving students in content creation is a powerful way to promote active learning and deeper comprehension. The AI Physics Video Competition, as demonstrated in this study, provided students with an opportunity to apply their knowledge of physics in a creative and practical manner. By working in groups to produce educational videos, students were able to collaborate, communicate, and think critically about the concepts they were learning. This hands-on approach not only reinforced their understanding of physics but also developed essential skills such as teamwork, problem-solving, and digital literacy. The active learning strategies can help students stay engaged and motivated, making the learning process more enjoyable and effective.

Technical and Pedagogical Integration: The seamless integration of AI tools into teaching materials and assignments can significantly enhance the quality of educational content and save valuable time for educators. In this study, XIPU AI was used to generate images, create rubrics, and draft assignment announcements, demonstrating its versatility and usefulness in various aspects of teaching. By leveraging AI for these tasks, educators can focus more on designing meaningful learning experiences and providing personalized support to students. This integration can lead to more efficient and effective teaching, ultimately benefiting both educators and students.

 

Safety Considerations: Ensuring student safety during AI-assisted activities is of utmost importance. While AI tools offer numerous benefits, they also come with potential risks, especially when it comes to student well-being. In the context of video creation, students may face physical risks such as injuries from unsafe experiments or improper use of equipment. To mitigate these risks, educators must provide clear guidelines and safety instructions before any AI-driven projects commence. Additionally, it is crucial to monitor students' progress and provide support whenever necessary.

Student Feedback and Iterative Improvement: Student feedback is invaluable in evaluating the effectiveness of AI-integrated teaching methods. Regular surveys and open discussions with students can provide insights into their learning experiences and preferences. We should be open to feedback and willing to make adjustments based on students' input. This iterative improvement process can help refine AI applications in education, ensuring that they meet the evolving needs of students. By actively involving students in the evaluation and improvement process, educators can create a more responsive and effective learning environment that leverages the full potential of AI.

Collaboration with Technologists and Researchers: Educators should collaborate with technologists and researchers to stay at the forefront of AI developments and explore new ways to integrate AI into education. Technologists can provide expertise on the latest AI technologies and their capabilities, while researchers can offer insights into the effectiveness of AI in different educational contexts. By working together, educators, technologists, and researchers can develop innovative solutions that address the challenges of modern education and enhance the learning experience for students. This collaboration can also lead to the creation of new AI tools specifically designed for educational purposes, further expanding the possibilities for AI in education.

Addressing Digital Divide: While AI offers many benefits, it is essential to consider the potential digital divide that may arise from its use. Not all students may have equal access to the necessary technology or internet connectivity to fully participate in AI-assisted activities. Educators and institutions should strive to provide equitable access to technology and support for all students. This may involve offering training on using AI tools and ensuring that AI-generated content is accessible to students with disabilities. By addressing the digital divide, educators can ensure that all students can benefit from the transformative power of AI in education.

Continuous Professional Development: To fully harness the potential of AI in education, educators need continuous professional development opportunities. Many educators may not be familiar with the latest AI tools and their applications in teaching. Providing training sessions, workshops, and access to resources can help educators become more proficient in using AI to enhance their teaching practices. This professional development should focus on both the technical aspects of AI and its pedagogical applications, enabling educators to make informed decisions about how to integrate AI into their courses. Additionally, creating a community of practice where educators can share their experiences, challenges, and successes with AI can foster a collaborative and innovative learning environment.

 

 

Conclusion

This study demonstrates the transformative power of XIPU AI in enhancing physics education. The integration of AI in the PHY001 module has revolutionized the teaching of classical physics, making it more interactive and student-centered. XIPU AI has proven to be a valuable teaching assistant, offering brainstorming ideas, improving assignment design, and saving considerable time. This study underscores the potential of AI in enhancing educational outcomes and fostering a deeper understanding of complex subjects like physics. It also provides a model for incorporating AI into STEM education, promoting student creativity and engagement.

As technology continues to evolve, the role of AI in education is likely to expand. Educators should embrace AI tools to create personalized and interactive learning experiences that meet the needs of modern students. By leveraging AI, we can enhance student-centered education and research-led learning, aligning with the strategic goals of our university and the broader educational community.

 

 

 

 

 

 

References

[1] F.-Y. Yang, C.-Y. Chang, W.-R. Chien, Y.-T. Chien, Y.-H. Tseng, Tracking learners' visual attention during a multimedia presentation in a real classroom, Computers & Education 62 (2013) 208-220.

[2] W. Schnotz, C. Mengelkamp, C. Baadte, G. Hauck, Focus of attention and choice of text modality in multimedia learning, European Journal of Psychology of Education 29 (2014) 483501.

[3] C. Kulgemeyer, M. Hörnlein, F. Sterzing, Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding, International Journal of Science Education 44(11) (2022) 1855-1875.

 

Appendix: Rubrics generated by XIPU AI

 

Rubrics for Marking the AI-Generated Videos:

 

1. Understanding of Core Knowledge [20%]
• Shows a thorough understanding of key principles in classical physics.
• Successfully explains and communicates complex ideas in a clear, concise manner.
2. Experimental Verification and Application [20%]
• Clearly demonstrates familiarity with the experimental verification of theoretical laws.
• Effectively uses the theoretical framework in describing and predicting the motions of bodies.
3. Concept Application [20%]
• Articulates how various physics concepts are applied in different situations.
• Demonstrates ability to correctly identify and use relevant physics principles in scenario-based examples.
4. Mathematical Representation [20%]
• Accurately represents physical phenomena and fields mathematically.
• Shows competency in performing relevant calculations and displays an understanding of their significance.
5. Use of Scientific Method [20%]
• Clearly follows the scientific method in explaining mechanical and electromagnetic phenomena.
• Demonstrates an understanding of physical laws and their underlying simplicity amidst a variety of phenomena.

 

 

Additional Notes:

• The video content should maintain a clear and coherent focus that supports the video's purpose.
• The video should show creativity in how the physics concepts and/or principles are represented visually.
• The video should be free of major errors in physics content.
• Technical aspects, such as sound and image quality, should be considered as these aspects could affect the clarity of concept presentation.