Proceedings of the 2025 International Conference on Digital Technology and Educational Psychology (DTEP 2025)

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Implementation of AI-assisted Blended Teaching in Laboratory for Non-STEM Students: A Case Study

Authors
Wanli Xu1, *, Fang Yao1, Jia Liu1, Jiangang Yu1, *
1Department of Chemical and Materials Engineering, Quzhou University, Quzhou, China
*Corresponding author. Email: xuwanli@qzc.edu.cn
*Corresponding author. Email: jgyu@qzc.edu.cn
Corresponding Authors
Wanli Xu, Jiangang Yu
Available Online 10 November 2025.
DOI
10.2991/978-2-38476-487-7_4How to use a DOI?
Keywords
Blended teaching; Reverse engineering; AI-assisted; non-STEM students; Laboratory
Abstract

This case study investigates the implementation of AI-assisted blended laboratory teaching for non-STEM students, focusing on a reverse engineering project centered on lithium-ion batteries. Developed by Quzhou University, the 8-week course combines online modules with hands-on lab activities to connect theoretical knowledge with practical skills. The structured phases encompass classroom introductions, lab tours, and collaborative projects where students disassemble commercial pouch cells, analyze their components, and produce TikTok videos to showcase their learning outcomes. Assessment criteria include technical reports, video creativity, and social media engagement metrics. The results indicated improved test scores, high student satisfaction, and reported enhanced understanding of battery structures and interdisciplinary collaboration. Non-STEM learners particularly appreciated the tactile experience and creative video tasks, which boosted motivation and alleviated intimidation. Instructors observed a reduced workload due to the hybrid design. The study shows that blended learning, when coupled with clear instructions and hybrid activities, effectively promotes scientific literacy and engagement among non-STEM students. The integration of social media further amplifies the course’s impact by linking academic work with public interaction. Future directions involve extending this model to other disciplines to encourage cross-disciplinary innovation and long-term skill development.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2025 International Conference on Digital Technology and Educational Psychology (DTEP 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
10 November 2025
ISBN
978-2-38476-487-7
ISSN
2352-5398
DOI
10.2991/978-2-38476-487-7_4How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Wanli Xu
AU  - Fang Yao
AU  - Jia Liu
AU  - Jiangang Yu
PY  - 2025
DA  - 2025/11/10
TI  - Implementation of AI-assisted Blended Teaching in Laboratory for Non-STEM Students: A Case Study
BT  - Proceedings of the 2025 International Conference on Digital Technology and Educational Psychology (DTEP 2025)
PB  - Atlantis Press
SP  - 29
EP  - 41
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-487-7_4
DO  - 10.2991/978-2-38476-487-7_4
ID  - Xu2025
ER  -