Date of Award

8-2025

Document Type

Thesis

Degree Name

Master of Arts in STEM Education

Department

Teacher Education and Foundations

First Reader/Committee Chair

Yin, Xinying

Abstract

This qualitative case study investigates how generative artificial intelligence (GenAI) tools can support STEM education in a Thai secondary school setting. Conducted during a one-day STEM camp involving 50 students (grades 9–11) and one science teacher, the study explored the use of ChatGPT and Gemini to support students’ engagement in a bridge design challenge. The research examined GenAI’s influence on student learning within the engineering design process (EDP), student motivation and engagement, and teacher perceptions of AI integration.

Thematic analysis of observations, student surveys, interviews, and AI interaction logs revealed that GenAI tools supported students primarily during the early phases of the design process—particularly for brainstorming ideas, comparing materials, and visualizing structures. However, many students struggled with writing effective prompts, interpreting vague or irrelevant responses, and applying feedback during the testing or revision stages. Motivation and engagement varied by students’ digital literacy, confidence, and prior experience, with some preferring familiar platforms such as Google or YouTube. Cultural norms, such as kreng jai, also appeared to influence students’ willingness to explore AI tools openly.

The participating teacher viewed GenAI as a valuable scaffold for student creativity and group discussion but identified several challenges, including students’ over-reliance on AI, lack of prompt-writing skills, and ethical concerns related to uncritical copying. Her reflections emphasized the need for prompt literacy, critical evaluation, and structured integration of AI across all phases of the design cycle. She also highlighted digital equity concerns, particularly for students from under-resourced backgrounds.

This study contributes to the growing literature on GenAI in K–12 STEM education, particularly within non-Western contexts. It underscores the importance of culturally responsive pedagogy, ethics instruction, and teacher facilitation to ensure that AI tools are used meaningfully and equitably. While GenAI offers strong potential to support hands-on STEM learning, its effectiveness depends on how well students are supported to use it critically, creatively, and responsibly.

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