The recent advancement of large language models presents numerous opportunities for teaching and learning. Despite widespread public debate regarding the use of large language models, empirical research on their opportunities and risks in education remains limited. In this work, we demonstrate the qualities and shortcomings of using ChatGPT 3.5 for physics task development by prospective teachers. In a randomized controlled trial, 26 prospective physics teacher students were divided into two groups: the first group used ChatGPT 3.5 to develop text-based physics tasks for four different concepts in the field of kinematics for 10th-grade high school students, while the second group used a classical textbook to create tasks for the same concepts and target group. The results indicate no difference in task correctness, but students using the textbook achieved a higher clarity and more frequently embedded their questions in a meaningful context. Both groups adapted the level of task difficulty easily to the target group but struggled strongly with sufficient task specificity, i.e., relevant information to solve the tasks was missing. Students using ChatGPT for problem posing rated high system usability but experienced difficulties with output quality. These results provide insights into the opportunities and pitfalls of using large language models in education.

Effectively supporting students in mastering all facets of self-regulated learning is a central aim of teachers and educational researchers. Prior research could demonstrate that formative feedback is an effective way to support students during self-regulated learning. In this light, we propose the application of Large Language Models (LLMs) to guide students towards problem-solving through formative feedback. We present LEAP, a novel platform that utilizes advanced LLMs, such as GPT-4o. LEAP empowers teachers with the ability to effectively pre-prompt and assign tasks to the LLM, resulting in formative feedback that stimulates students’ cognitive and metacognitive processes, thereby enhancing self-regulated learning. We demonstrate that a systematic prompt design can provide a wide range of types of scaffolds to students. These scaffolds, which are rooted in educational research, include sense-making, elaboration, self-explanation, partial task-solution scaffolds, as well as metacognitive and motivational scaffolds. Through this approach, we emphasize the critical importance of synchronizing educational technological advances with empirical research and theoretical frameworks. This alignment could potentially ensures the positive and effective application of LLMs in the educational landscape.

Using molecular dynamics simulation, we study nanoindentation in large samples of Cu–Zr glass at various temperatures between zero and the glass transition temperature. We find that besides the elastic modulus, the yielding point also strongly (by around 50%) decreases with increasing temperature; this behavior is in qualitative agreement with predictions of the cooperative shear model. Shear-transformation zones (STZs) show up in increasing sizes at low temperatures, leading to shear-band activity. Cluster analysis of the STZs exhibits a power-law behavior in the statistics of STZ sizes. We find strong plastic activity also during the unloading phase; it shows up both in the deactivation of previous plastic zones and the appearance of new zones, leading to the observation of pop-outs. The statistics of STZs occurring during unloading show that they operate in a similar nature as the STZs found during loading. For both cases, loading and unloading, we find the statistics of STZs to be related to directed percolation. Material hardness shows a weak strain-rate dependence, confirming previously reported experimental findings; the number of pop-ins is reduced at slower indentation rate. Analysis of the dependence of our simulation results on the quench rate applied during preparation of the glass shows only a minor effect on the properties of STZs.

The emergence of (multimodal) chatbots such as ChatGPT and ChatGPT-4.0-Turbo in education presents a unique opportunity for physics teachers to enhance their in The emergence of (multimodal) chatbots such as ChatGPT and ChatGPT-4.0-Turbo in education presents a unique opportunity for physics teachers to enhance their in

Artificial intelligence (AI) systems like ChatGPT can be used in education to create physics problems1 and guide inquiry-based learning, a collaborative approac Artificial intelligence (AI) systems like ChatGPT can be used in education to create physics problems1 and guide inquiry-based learning, a collaborative approac