Abstract:

This study explores the impact of the Stanford Mobile Inquiry-based Learning Environment (SMILE) system, enhanced with Generative AI (GenAI), on refugee students pursuing careers in STEM fields. Addressing the educational disparities faced by this group, the research assesses how SMILE promotes interest in science topics and improves inquiry skills. Through a mixed-methods approach, refugee students interacted with SMILE, engaging in science inquiries while their progress and the evolution of their questioning abilities were monitored. SMILE's integration of GenAI provides personalized coaching, leveraging Bloom’s taxonomy to offer nuanced feedback aimed at advancing students' cognitive engagement. Initial findings reveal a significant enhancement in the complexity and depth of student inquiries, indicating a progression towards higher-order cognitive questions. This advancement underscores the efficacy of SMILE, equipped with GenAI, in fostering critical thinking and creative problem-solving among refugee students. The study’s implications extend to educational technology and pedagogy, suggesting that AI can play a pivotal role in providing equitable access to quality STEM education for diverse learner populations. By demonstrating SMILE’s adaptability to the unique needs of refugee students, this research contributes to the discourse on the integration of AI into educational settings to support marginalized communities in STEM disciplines.

Keywords:

Stanford Mobile Inquiry-based Learning Environment (SMILE), GenAI, inquiry-based learning, refugee students, STEM education, cognitive engagement.