This study aims to investigate the effect of chatbots that work with artificial intelligence on the success of students and their opinions about chatbots in the ‘Matter and the changing state of matter’ unit in the 5th grade science course. In addition to text-based functions, the designed chatbot includes a video accessed on the web to support students visually and aurally. The chatbot was designed using the Dialogflow program and an instant messaging program made available to students through a group created on Telegram. The study, which used a quasi-experimental pretest-posttest design, included 41 participants (n = 20 for the experimental, n = 21 for the control group) studying in the 5th grade of a state secondary school in the 2020-2021 academic year. Results suggest that although there was no significant difference between the experimental and control groups in terms of academic achievement, it was determined that the chatbot application positively affected the online learning experience of the experimental group students. Students’ opinions about the chatbot included that it was useful and fun, they would like to use it for other courses, it provided useful assistance in learning outside the classroom, and it allowed them to repeat the course again. The results showed that, especially during the Covid-19 pandemic, such applications could contribute positively to students’ learning.

本研究旨在调查与人工智能一起工作的聊天机器人对学生成功的影响以及他们对五年级科学课程“物质和物质变化状态”单元中聊天机器人的看法。除了基于文本的功能外，设计的聊天机器人还包括一个可在网络上访问的视频，以在视觉和听觉上为学生提供支持。聊天机器人是使用 Dialogflow 程序和一个即时消息程序设计的，该程序通过在 Telegram 上创建的组提供给学生。该研究采用准实验前测后测设计，包括 41 名参与者（实验n  = 20，n = 21 为对照组）在 2020-2021 学年在一所公立中学五年级学习。结果表明，虽然实验组和对照组在学业成绩方面没有显着差异，但可以确定聊天机器人应用程序对实验组学生的在线学习体验产生了积极影响。学生对聊天机器人的看法包括它有用且有趣，他们想将它用于其他课程，它为课外学习提供了有用的帮助，并且允许他们再次重复该课程。结果表明，尤其是在 Covid-19 大流行期间，此类应用程序可以对学生的学习做出积极贡献。