Enhancing Adaptive Online Chemistry Learning: A Case Study on the Impact of QA Tutor Support

This innovative practice full paper investigates the impact of using a Question Answering (QA) tutor to enhance an adaptive online chemistry course, specifically Chem Quest (CQ), at Singapore Institute of Technology. The study aims to examine the relationship between QA-immediacy and affective learning, cognitive learning, and motivation in an online learning environment. Two research questions are addressed: (1) whether online students who experience instructor-immediacy or QA-immediacy through synchronous communication have improved learning outcomes compared to a control group, and (2) whether QA-immediacy explains significant variance in student affective learning, cognitive learning, and motivation in online classes. The study hypothesizes that students who experience instructor-immediacy through synchronous communication via the QA tutor will demonstrate enhanced learning outcomes compared to those who do not, and that QA-immediacy will contribute to a significant variance in student affective learning, cognitive learning, and motivation in online classes. Quantitative results show that though there is no significant difference between the average CQ pre-test and post-test scores of students who engage with the QA tutor versus those who do not, there is an observed difference in terms of motivation, affective and cognitive learning. Students who interact with the QA tutor have a more positive attitude towards CQ. These same students also have a lower learning loss and have an overall more positive impression of the CQ course. These results show the promising impact that QA tutors can have on student learning.