Enhancing Science Learning with a UDL-Informed AI Chatbot: A Study on Grade 6 Optics

Primary science classrooms face challenges in addressing diverse learning needs due to special education requirements, language barriers, and socioeconomic disparities. This study examines the development and impact of an AI chatbot designed with Universal Design for Learning (UDL) principles to support inclusive education. Focusing on the Grade 6 light and optics unit, the study involved 80 students in a 10- lesson program aimed at improving conceptual understanding and attitudes toward optics and AI chatbots. Data included pre- and post-tests measuring conceptual knowledge (24 questions) and attitudes (30-item Likert scale assessing confidence, interest, and value). Results show that the UDL-AI chatbot enhanced students’ conceptual understanding and attitudes, though effects varied. Findings highlight its potential to support both cognitive and affective learning. This study underscores the need for further research and broader implementation of AI-driven, UDL-informed tools to meet diverse student needs in science education.