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Artificial intelligence (AI) is now affecting all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems. They serve us invisibly. At least that is the goal we assign to them: to make our lives better, task by task. Artificial intelligence has the potential to make biology education more engaging, personalized, and effective by providing students with interactive simulations, personalized learning experiences, and other tools that help them understand complex biological concepts. In this paper, we discuss the integration of AI into the virtual classroom, which significantly enhances student learning experiences in various ways. The study shows that an effective integration of technology into the virtual classroom requires a thoughtful approach that aligns with educational goals and the specific needs of students. In fact, interactive simulations can help make biology more engaging and memorable for students. Besides, personalized learning AI algorithms can help biology students receive a more tailored and effective learning experience, helping them to better understand the course material and develop a deeper appreciation for the natural world. In this work, we will discuss the use of AI to enhance interactive simulation-based cellular processes, with additional application in anatomy, physiology, and ecology teaching. Moreover, this paper discusses how AI could be used to analyze student data and propose personalized learning using adaptive assessments, content recommendations, and data sciences. This paper illustrates examples of AI algorithms that could be useful for teaching biology.

The aim of this work is to find out how students construct these three related concepts: Energy, work and force, and understand the concepts: potential energy of electrons, heat and temperature, and energy flow. Indeed, this work conducted by administering a questionnaire to 64 students, at the faculty of science and techniques of Fez, Morocco. To identify Students' misconception, we analyzed the obtained results by Subject Package for Social Science (SPSS). On one hand, the findings revealed that students focus on the concept of force more than on the concept of energy or work and do not make any links between them, which indicates that these concepts are poorly constructed in the student's mind. On the other hand, we notice that Students have difficulties to understand the change of the potential energy of electrons from one energy level to another. Besides, instead of responding from an energy point of view, students use the force concept to describe a situation about energy. In addition, we have notice that many students confuse the two concepts heat and temperature. These misconceptions about energy and its related concepts are an obstacle to understanding the electron fluxes and therefore energy fluxes which are the basis of energy transduction in living cells. [ABSTRACT FROM AUTHOR]