Abstract
AI chatbots and virtual assistants have been a beneficial and accessible resource in education and other industries in recent years. This has made schoolwork less stressful and manageable for students. However, while research from developed countries has shown that AI tools enhance learning outcomes in science and STEM fields, there is limited empirical data on their effectiveness in Southeast Asian contexts, particularly Vietnam. Hence, this study sought to examine the effect of AI-powered tools on the retention and achievement of high school students in Hanoi, Vietnam. The study employed a quasi-experimental design, with a pretest-posttest approach. The researcher used a pretest and a posttest to gather the necessary data for the study. A total of 26 students served as respondents for the study. Findings revealed no significant difference in the retention of scientific concepts between the group using AI chatbots and virtual assistants and the group using conventional methods. Furthermore, there is no significant difference in the achievement scores between the experimental and control groups. The findings imply that using AI-powered tools does not necessarily translate to improved retention and achievement, thereby making it comparable to conventional teaching methods. This study recommends the following actions: increase the number or frequency of faculty and student AI training workshops, improve access to digital resources, combine AI with traditional methods, enhance teachers' strategies in using AI, strengthen psychosocial support, increase the number of research participants, and examine other contextual factors that may affect AI-powered instruction.
