University of Copenhagen · Department of Science Education
AI in Physics Learning and Assessment
A three-year research project investigating how generative AI can support teaching, learning, and assessment in upper-secondary physics.
The project
Exploring productive roles for AI in physics education
AIPLA works with physics teachers to design and study activities where AI supports students without replacing the reasoning, experimentation, and communication through which physics is learned.
Project overview
About AIPLA
The project's purpose, objectives, method, partners, and intended outputs.
Read moreQuestions and method
Research
Research questions, principles, instruments, and the classroom contexts AIPLA studies.
Read moreHow the project is organised
Workstreams
The connected platform, activity-creation, and scoping work that supports the research.
Read moreIn the classroom
Activities and examples
Detailed examples of paired tutors, simulations, virtual labs, and critical AI use.
Read moreEvidence and limitations
Evaluation
How AIPLA evaluates task-specific AI capability and pedagogical use without treating rankings as permanent.
Read moreHow the application works
Platform
A public explanation of AIPLA's activity model, connected surfaces, roles, and technical principles.
Read moreResponsible operation
Data, privacy, and hosting
The project's public data-protection principles, present hosting posture, and institutional transition direction.
Read moreWhy the platform works this way
Project decisions
A public record of the product and research-infrastructure choices that shape AIPLA, with their rationale and practical consequences.
Read moreFollow the build
Build timeline
A dated public record of how AIPLA progressed from its first connected physics activity to a teacher-authoring, classroom, and research platform.
Read more
2026–2028
Project period
Physics
Upper-secondary education
Denmark
Developed with teachers