  This research delves into the comparative advantages of Generative AI
chatbots (GenAIbots) -- ChatGPT, Bing Chat, Bard, and Claude -- in the context
of Chemistry education, framed within a constructivist perspective. Our primary
objective was to identify which of these four AI tools is more effective for
enhancing Chemistry learning. Employing a single-case study approach, we
scrutinised interaction logs between the AI systems and a simulated student
persona during Chemistry learning simulations, incorporating Content Analysis
methodology to delve deeper into the discourse. Our findings underscore these
tools' potential as "agents-to-think-with", enhancing critical thinking,
problem-solving, comprehension, creativity, and tailored learning. Especially
noteworthy is their ability to stimulate learners through Socratic-like
questioning, aligning with constructionist principles. The research emphasises
the pivotal role of prompt crafting to coax desired responses from GenAIbots,
engendering iterative reflections. It also highlights the need for robust
educator training to infuse these technologies into educational settings.
Conclusively, while ChatGPT, Bing Chat, Bard, and Claude are poised to enrich
Chemistry education by fostering dynamic, inclusive learning experiences,
ChatGPT stood out, decisively surpassing Bing Chat in its performance. Bard and
Claude trailed closely, with all three showcasing a more in-depth, precise, and
nuanced understanding, underscoring ChatGPT's adeptness at contextual
comprehension.
