4 Using AI Solver Tools to Empower Students and Teachers
Sam Frederick
Abstract
All educators aim to communicate curriculum effectively, while promoting curiosity and wonder in their students. To maximize learning, teachers incorporate tools into their pedagogical practice; these tools haven taken many shapes throughout the years, especially with the introduction of Artificial Intelligence (AI).
Like many new technologies, teachers in Science, Technology, Engineering, and Math (STEM) classes often meet AI with mixed reception. However, like handheld calculators, smartphones, and the internet, artificial intelligence is likely not going away anytime soon; it is a tool that should be used to enhance teaching and learning for students. Artificial question solvers can be used in a variety of ways to challenge students, and to help teachers with their instruction.
Introduction
For many years, students have been taught in K-12 STEM classes in Canada through a very predictable (albeit well accepted) manner. The teacher delivers a well thought out planned lesson with example questions, and then the students go home and are asked to do practice. This practice consists of questions that are in the textbook or on assignments; they are finite in number, logistically situated in physical texts the teacher has found, and are often unchanged year over year (sometimes for decades). It is simply not logistically possible for any teacher to hand select questions for each student based on their strengths, weaknesses, and skill levels. When the students go home to assess their knowledge, the generic question set does not match their knowledge; the weaker students struggle with many of the complex questions, while the stronger students require more challenge. When the students approach teachers with their issues, the teacher has to find the time and resources to support the individual students; this is often difficult, if not impossible.
By using artificial intelligence, teachers can help make their questions more tailored to student needs. Currently, there are several AI question solvers aimed at solving STEM questions on the market that use artificial intelligence to not only solve questions in step-by-step processes, but also create new questions on the topic with varying levels of difficulty. These tools can be used by the weak students to make the more difficult questions more approachable, whereas the strong students can use them to create more challenging questions on topics they are interested in. These tools can also help the teacher create a more appropriate question set, or alternate versions of assignments or assessments with very little time investment. Incorporating AI into teaching and learning provides a unique experience for each student, while allowing the teacher to focus on developing engaging lessons to maximize the in-person experience of students being introduced to new content. In this chapter, the AI tool “Solvely AI (2024)” will be explored in order to illustrate the potential for AI to be incorporated into classroom; it is important to note that this is one of many AI tools that produce similar results.
Figure 1
Student Using AI Tool with Homework
Note. Sam Frederick (2024) generated this image using the Canva Magic Media platform. Any rights and holds to this image by Sam are dedicated to the public domain via CC0.
Learning Objectives
Incorporating AI question solver tools into the learning experience requires an understanding of the limitations and capabilities of the tools. This chapter will focus on the following objectives:
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Exploring ways that AI question solver tools can be used to enhance the unique learning experience of every student in K-12 STEM classes
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Discussing the ways question solver tools can be used to improve teacher instruction
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How to work with students and teachers to create expectations regarding responsible use of AI in the classroom
Theoretical Case Study
An AI question solver can be applied to improve the effective partnership between in-class instruction and at-home review. In person classes have the benefit of “direct interaction and immediate response between teachers and students” (Charytanowicz, 2023, p. 352); when students are at home, this immediate feedback lacks. With AI, students are able to receive real time feedback from the comfort of their home. The fictionalized scenario in the vignette below creates a scenario where tools like Solvely.AI can be used to improve the lives of the teacher, a strong student, and a weaker student. While this is a specific example, the overall benefits can be seen in a wide variety of educational settings.
Vignette
Suppose a teacher in a grade 11 physics class completes a lesson on two-dimensional projectile motion (think kicking a ball on a soccer field). The teacher allocates two 1-hour classes to teaching the content. The main competency requirements to solve a projectile motion question are: algebra, trigonometry, and one-dimensional kinematics; at this stage of the physics class, the student is expected to be familiar with these and apply them to solve a two-dimensional question. In reality, the average student lacks confidence in at least one of those areas. Since each student approaches the same question with a different knowledge set, they will experience difficulties in different areas of the question. For this example, the teacher has assigned one multi-part question to complete for homework between the first and second classes. From the teacher’s perspective, the goal of this is for the students to identify areas of concern or confusion before the teacher moves on to more advanced topics in the second class that builds on the concepts from the first.
The Homework
The students were given the following question for homework; they were given the correct answers to ensure they knew if the answer they worked towards was correct
Figure2: Example Homework Question
In a perfect world (according to the teacher), the average student would go home, review the notes from the day, and use that knowledge to successfully attempt the problem. However, this is not reality; sure, there will be some students for whom this individual answer works, but the continuum of understanding makes every student’s experience unique. In this example, it is assumed all students attempt the homework; the weaker students will struggle, while the strong students lack inspiration.
Students Experiencing Challenges
Those students who aren’t able to answer the question independently may experience great frustration with the question. If they struggle with any of the three competencies, they will likely get stuck, which may lead them to give up altogether. Those who don’t give up will attempt to follow the steps of a similar question they can find (either in their notes or online). If that doesn’t work, they will have no choice but to give up and ask the teacher for help the next day.
The teacher will have to spend time working with individual students to work through the process of the question based on their individual needs. With the teacher busy preparing for the day’s lessons (along with their other responsibilities), some students will almost certainly not get their questions answered and move on to more advanced topics without the proper foundational understanding. Even the most dedicated teacher will have difficulties ensuring every student experiencing trouble will be confident simply given the time and resource constraints.
With tools like Solvely.AI, the student who cannot answer the question without assistance can use the AI solver tool to put the question into Solvely.AI, and it will produce a step-by-step solution. Below is the response that is similar to what Solvely.AI (or other AI tools) would produce:
Figure 3: Example Solution to Question (Similar to Solvely.AI)
As can be seen, AI solving tools break the question down into the steps identified. This helps students understand how the answers are arrived to. If a student doesn’t understand a certain step (Some of the equations didn’t show all of the algebra steps), there is a chat box that allows users to request help with a question, to which clarification is provided (with a similar dialogue to that of other generative AI tools like ChatGPT).
Variations of AI solver tools have been around for over a decade; however, there are a couple of very impressive areas of Solvely.AI’s tool to help with students who need assistance:
- Step-by-step instructions written in simple language that is designed for newer learners.
- Proper formulas included in the explanation
- Follow up questions allow for the user to get clarification on the specific areas they are struggling in
If students learned how to use the tool effectively, using an AI solving tool could certainly help them understand the question, but at a minimum, allow them to identify their areas of need. This would allow them to ask pointed and specific questions to their teacher, reducing the time they’d require and increasing their chances of getting the answers they need. A student using an AI solver tool gives students the power to be in control of their learning. This is a process that requires zero input from the teacher and achieves a level of self-awareness and metacognition that is often difficult to achieve with traditional education.
Stronger Students – Creating Additional Challenge Questions
The stronger students would not have any difficulties completing the assigned question. However, ambitious students may want more questions that challenge themselves further. This often means they will approach their teacher the following day and ask where they can find more questions similar to the one assigned. If the teacher has resources, they may be able to field this request quickly; however, if resources aren’t readily available, it might create more work for the teacher. This is work that affects one student and has little to no benefit to the greater class. With an AI tool, students can create their own questions based on sample questions or a specific prompt.
Solvely.AI (and other AI solving tools) has a tool that creates quizzes that test a student’s knowledge on a topic. The user enters their request, and Solvely.AI creates a test that allows them to practice more questions similar to those entered in the prompt. This effectively allows a student to create a new assignment while reducing the limiting factor of waiting for teacher contribution and input.
Below is a 3-question sample of a 10-question test that Solvely.AI could have created. The student asked to “Give a series of 2D projectile motion questions for a grade 11 physics class in Canada and to have questions about where the projectile lands at the same height it was released, and where they are released from the top of a building”. It was also given the assigned question for reference
Figure 5: Sample Test Questions (similar to Solvely.AI)
Teacher – Response to AI Use in the Classroom
The following day, during the teacher’s tutorial, the students’ questions seemed so much more focused. There are also fewer questions overall, but the students seem competent; the teacher uses Solvely.AI to generate new questions that can be assigned to the students after class. The reduction in questions and the ability to outsource new questions has given the teacher more time to focus on lesson planning and other tasks associated with teaching.
With AI, there is no limit to the number of questions that can be asked. Teachers and students alike can benefit from incorporating AI into their learning journey. Students who struggle with the content can use AI at home to ensure they are prepared for the upcoming scaffolded learning. In contrast, those with the capacity for the content can challenge themselves with additional practice. This process empowers the students to take charge of their learning, and when they are asking their teacher questions, they are very focused and relevant to their area of concern.
While this was a specific example of a high school physics concept, AI is more than capable of answering questions in many different subjects across various grade levels (for example, a grade 6 math teacher could use this to develop a worksheet in seconds for their class). There are countless possibilities for incorporating AI to maximize teaching and learning.
Responsible use of AI
With all new technology, there will always be productive ways to use artificial intelligence in education as well as detrimental ways. Most users will experience a learning curve when it comes to what works best for their teaching and learning. Educators and learners are responsible for understanding the tools they are using, including their limitations and biases.
How to Responsibly use AI
Using AI as a tool for learning rather than answering
The notion of using artificial intelligence as a tool inside the classroom can cause a great deal of polarization among teachers. Many see AI as a way for students to answer a question without having to put in the required work. Their fears of students using AI as a tool for academic misconduct outweigh their perceived benefit to student learning. While this may be valid in some cases, the standards a teacher sets in their classroom will go a long way to frame AI as a tool for learning rather than a tool to get the answer correct.
Crawford et al. (2023) suggest that effective leadership influenced the extent that students would use AI as a way to cheat on their academic assignments. Therefore, if a teacher is explicit in their recommendations for their students to use AI and actively demonstrate how it can be used to support their learning, students will feel more comfortable in using it as a tool. As the students’ other teachers may have different policies regarding using AI in a classroom, they and the teacher will benefit from crystal clear communication regarding expectations. Some improper use of AI by students will likely still occur; however, a teacher encouraging the use of AI in their classroom must determine if the long-term benefits of students learning to use AI to facilitate their learning outweigh the risks.
Exercising discretion when using AI solving tools
Some AI tools are better than others; however, they all boil down to being very advanced algorithms at their core. Most solving tools (including Solvely.AI) attempt to present their data as if it were human writing it in a textbook or a chat and present their answers as if they are absolute facts. While this is usually the case, an AI solving tool occasionally presents incorrect information as fact. As such, all users need to exercise caution when using the answers given by any artificial intelligence-solving tools.
While the fact that one can’t fully trust the answers provided by AI is often seen as a negative, there is still some learning benefit in finding an error during a step-by-step solution. The act of identifying the error displays a deeper understanding of content, which is difficult to replicate through traditional study. With AI getting more popular and widely used, these tools will continue to get more accurate in their answers and gain more trust from their use.
Future Research and Innovation
With artificial intelligence becoming more accurate and successful every day, According to Lim et al. (2023), AI is opening up new frontiers in education, affecting how learning and interactions are taking place; they suggest it is a requirement for education to reimagine existing practices in order to stay relevant for the future. Part of these changes could be the inclusion of AI solving tools like Solvely.AI. The current state of AI solving tools like Solvely.AI is already quite impressive and accurate, so the reliance on its answers will only improve. With this, the frequency of using AI solving tools to improve teaching practice and student learning will likely increase.
Future Use of AI
Continued use amongst students and teachers
Perhaps most importantly, the largest beneficiaries of AI solving tools are those who would otherwise not be successful in STEM courses. By allowing students (and teachers new to teaching the content) another avenue to solve problems, they are making the course more accessible, increasing the success rates. Traditionally, information had to flow from a teacher or a textbook to the learner. With the use of AI, information can be tailored directly to the user by the user (through AI), making the learning student-specific and the learner’s needs directly addressed as required. With the advancements of AI, there will be more successful learners across much of the STEM field.
Intelligent Tutoring System
With the introduction of AI solving tools, students may soon turn to Intelligent Tutoring Systems, which are platforms that use AI to tutor students. Instead of one or two questions, students may use AI as a tutor for an entire subject. Tutoring is a cost that many families may not be able to afford; with the continued growth of solving tools, tutoring may be more attainable through AI platforms.
AI Solving tools directly embedded in Learning Management Systems (LMS)
Learning Management Systems (LMS) like Brightspace by D2L, Blackboard, and Canvas will likely benefit from incorporating AI solver tools directly into their ecosystem. It is very plausible to see a “quiz tool” driven by AI. Teachers can create individual online quizzes for students with a simple prompt, and students can create practice quizzes in the environment in which they experience the class.
More Accessibility
Currently, many of these tools have considerable costs (Solvely.AI carries a significant subscription cost for unlimited solved problems). As artificial intelligence continues innovating and more tools come on the market, the supply will catch up with the great demand. Prices for these services will come down with the increased competition. While there may still be some premium features, AI solving tools should only get more accessible with time.
Summary
Video 1: Summary of Chapter
Note: Sam Frederick (2024) created this video using the Canva Video platform. Any rights and holds to this video by him are dedicated to the public domain via CC0.
This chapter highlights the potential of AI solving tools like Solvely.AI in the field of K-12 STEM Education in Canada, specifically in their ability to help support students with their understanding. Traditional teaching methods often neglect the wide range of student abilities, leading to learning gaps that AI tools might address. Solving tools can provide step-by-step solutions to students who need help with a concept. They can also create new questions for students and teachers alike in order to address a range of difficulty levels. By utilizing solving tools in the traditional classroom, students are able to take control of their learning, and teachers are given more time to plan their lessons and deliver them. Since AI is only in its infancy, future innovations will likely bring more effective AI tutors and a more seamless incorporation of AI into the world of education. Given the nature of AI’s continuous improvement, there’s little doubt that the benefits will only continue for educators and students alike.
Acknowledgements
ChatGPT was utilized throughout the chapter to help generate general ideas and summarize thoughts, while Grammarly was used to enhance grammar and clarity. Canva was used to create the summary video and all images in the video, and Figure 1.
Open Researcher and Contributor ID (ORCID)
Frederick, Sam https://orcid.org/0009-0009-3704-3331
Sam Frederick is a high school physics teacher in Calgary, Alberta, Canada. He is currently pursuing a Master of Educational Technology degree at the University of Saskatchewan.
References
Charytanowicz, M. (2023). Online Education vs Traditional Education: Analysis of Student Performance in Computer Science using Shapley Additive Explanations. Informatics in Education, 22(3), 351–368. https://doi.org/10.15388/infedu.2023.23
Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3). https://doi.org/10.53761/1.20.3.02
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
Solvely.ai. (2024). Solvely.ai [Online tool]. https://solvely.ai
