Integrated Science Education Journal
Integrated Science Education Journal

an Open Access Journal

SINTA

6.1

Impact

GScholar

18

H-Index

Integrated Science Education Journal

an Open Access Journal

Podcasts and Papers: Using AI to Engage Undergraduates in Scientific Literacy in Biology

Shem Unger ORCID
Wingate University ROR
United States
s.unger@wingate.edu
Mark Rollins ORCID
Wingate University ROR
United States
Share

  • Purpose of the study: Artificial Intelligence (AI) is emerging as a valuable tool for science education, for both students and instructors. This study was conducted to investigate the efficacy of using AI-generated podcasts to introduce undergraduates to primary scientific literature as a teaching pedagogy.

    Methodology: Google NotebookLM was used to generate audio podcasts on ten different scientific journal articles for an undergraduate ecology course. Students were surveyed on how engaging, informative, and helpful podcasts were, and whether they helped introduce them to the research article. Data were collected from Likert-scale questionnaires and short responses and analyzed both quantitatively and qualitatively.

    Main Findings: The majority of students found AI-generated audio podcasts an engaging and effective learning method for increasing science literacy and understanding. No change was noted across the class in student perceptions of podcasts, indicating that the majority of students found AI podcasts helped them learn about scientific research, with ~35% not realizing the podcast was AI. These findings reveal the potential to increase science literacy through our methodology if incorporated across various fields of science education.

    Novelty/Originality of this study: This study provides evidence that AI-generated podcasts can be used as a new method to introduce biology students to peer-reviewed scientific articles. Other educators can use similar free audio podcasts across subjects to engage undergraduate students in science. The findings add to our body of knowledge on AI and on how educators can utilize podcasts as a powerful pedagogical tool for teaching science.

  • How to cite

    [1]
    “Podcasts and Papers: Using AI to Engage Undergraduates in Scientific Literacy in Biology”, In. Sci. Ed. J, vol. 7, no. 2, pp. 309–318, Mar. 2026, doi: 10.37251/isej.v7i2.2421.

    More Citation Formats

  • 141
    Abstract views
    107
    Downloads

    Metrics — Badges

    1. A. Townley, “Teaching and Learning Science in the 21st Century: Challenging critical assumptions in post-secondary science,” Educ. Sci., vol. 8, pp. 1–8, 2018, doi: 10.3390/educsci8010012. DOI: https://doi.org/10.3390/educsci8010012
    2. M. Eagan, J. Sharkness, S. Hurtado, C. Mosqueda, and M. Chang, “Engaging undergraduates in science research: Not just about faculty willingness,” Res. High. Educ, vol. 52, pp. 151–177, 2011, doi: 10.1007/s11162-010-9189-9. DOI: https://doi.org/10.1007/s11162-010-9189-9
    3. M. P. Fox, K. Carr, L. D. McGowan, E. J. Murray, B. Hidalgo,. and H. R. Banack, “Will podcasting and social media replace journals and traditional science communication: No, but,” Am. J. Epidemiol., vol. 190, 8, pp. 1625–1631, 2021, doi: 10.1093/aje/kwab172. DOI: https://doi.org/10.1093/aje/kwab172
    4. A. Mobasheri and K. E. Costello, “Podcasting: An Innovative tool for enhanced osteoarthritis education and research dissemination,” Osteoarthr. Cartil. Open, vol. 3, pp. 1–5, 2021, doi: 10.1016/j.ocarto.2020.100130. DOI: https://doi.org/10.1016/j.ocarto.2020.100130
    5. B. K. Strickland, J. M. Brooke, M. T. Zischke, and M. A. Lashley, “Podcasting as a tool to take conservation education online,” Ecol. Evol., vol. 11, pp. 3597–3605, 2021, doi: 10.1002/ece3.7353. DOI: https://doi.org/10.1002/ece3.7353
    6. C. P. Desmedt, W. Budts, M. D. Vos, and P. Moons, “Artificial intelligence-generated podcasts open new doors to make science accessible: a mixed-method evaluation of quality and the potential for science communication,” Eur. J. Cardiovasc. Nurs., vol. 24, pp. 885–895, 2025, doi: 10.1093/eurjcn/zvaf074.
    7. Q. A. Dihan, B. R. Nihalani, A. A. Tooley, and A. M. Elhusseiny, “Eyes on Google’s NotebookLM: using generative AI to create ophthalmology podcasts with a single click,” Eye, vol. 39, pp. 215–216, 2025, doi: 10.1038/s41433-024-03481-8 DOI: https://doi.org/10.1038/s41433-024-03481-8
    8. S. Erduran, “AI is transforming how science is done. Science education must reflect this change,” Science, vol. 382, 6677, 2023, doi: 10.1126/science.adm9788. DOI: https://doi.org/10.1126/science.adm9788
    9. A. A. Darayseh, “Acceptance of artificial intelligence in teaching science: Science teachers’ perspective,” Comput. Educ. Artif. Intell., vol. 4, pp. 1–9, 2023, doi: 10.1016/j.caeai.2023.100132. DOI: https://doi.org/10.1016/j.caeai.2023.100132
    10. F. Almasri, “Exploring the impact of artificial intelligence in teaching and learning of science: A systematic review of emperical research,” Res. Sci. Educ., vol. 54, pp. 977–997, 2024, doi: 10.1007/s11165-024-10176-3. DOI: https://doi.org/10.1007/s11165-024-10176-3
    11. S. Jia, S. Bit, E. Searls, M. V. Lauber, R. Fan, W. M. Wang, L. A. Claus, V. H. Jasodanand, D. Veerapaneni, R. Au, and V. B. Kolachalama, “PodGPT: an audio-augmented large language model for research and education,” npj Biomed. Innov., vol. 2, pp. 1–13, 2025, doi: 10.1038/s44385-025-00022-0. DOI: https://doi.org/10.1038/s44385-025-00022-0
    12. A. Kokala, “Revolutionizing Content Creation: Leveraging AI-driven podcast generation with NotebookLM and personalized insights,” Int. Res. J. Mod. Eng. Technol. Sci., vol. 6, 12, pp. 1798–1803, 2024, doi: 10.56726/IRJMETS65280.
    13. J. M. Kelly, A. Perseghin, A. W. Dow, S. P. Trivedi, A. Rodman, and J. Berk, “Learning through listening: A scoping review of podcast use in medical education,” Academic medicine, vol. 97, no. 7, pp. 1079-1085, 2022, doi: 10.1097/ACM.0000000000004565. DOI: https://doi.org/10.1097/ACM.0000000000004565
    14. T. Kenna, “Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development,” Journal of Geography in Higher Education, vol. 47, no. 4, pp. 533-552, 2023, doi: 10.1080/03098265.2022.2122030. DOI: https://doi.org/10.1080/03098265.2022.2122030
    15. T. Moore, “Pedagogy, podcasts, and politics: What role does podcasting have in planning education?,” Journal of Planning Education and Research, vol. 44, no. 3, pp. 1134-1147, 2024, doi: 10.1177/0739456X221106327. DOI: https://doi.org/10.1177/0739456X221106327
    16. L. Persohn, and S. Branson, “Scholarly podcasting for research dissemination: A scoping review,” Sage Open, vol. 15, no. 1, pp. 21582440241311694, 2025, doi: 10.1177/21582440241311694. DOI: https://doi.org/10.1177/21582440241311694
    17. S. K. Kakhki, N. Aghebati, and H. K. Moonaghi, “Exploring the impact, challenges, and integration of podcasts in patient education: A systematic review,” BMC Medical Education, vol. 25, no. 1, pp. 690, 2025, doi: 10.1186/s12909-025-07217-4. DOI: https://doi.org/10.1186/s12909-025-07217-4
    18. P. J. Fashing, N. Nguyen, S. Demissew, A. Gizaw, A. Atickem, A. Mekonnen, N. O. Nurmi, J. T. Kerby, and N. C. Stenseth, N. C. (2022). Ecology, evolution, and conservation of Ethiopia’s biodiversity. Proceedings of the National Academy of Sciences, vol. 119, no. 50, pp. 2206635119, 2022, doi: 10.1073/pnas.2206635119. DOI: https://doi.org/10.1073/pnas.2206635119
    19. L. Egorova, “Navigating the digital cosmos: Evolution of popular science discourse,” Progress in Language, Literature and Education Research, vol. 4, pp. 38-48, 2024, doi: 10.9734/bpi/pller/v4/8511A. DOI: https://doi.org/10.9734/bpi/pller/v4/8511A
    20. E. G. Simmonds, K. P. Adjei, B. Cretois, L. Dickel, R. González-Gil, J. H. Laverick, C. P. Mandeville, E. G. Mandeville, O. Ovaskainen, J. Sicacha-Parada, E. S. Skarstein, and B. O'Hara, “Recommendations for quantitative uncertainty consideration in ecology and evolution,” Trends in Ecology & Evolution, vol. 39, no. 4, pp. 328-337, 2024, doi: 10.1016/j.tree.2023.10.012. DOI: https://doi.org/10.1016/j.tree.2023.10.012
    21. I. R. Yusup, “Development of biology podcast-based learning media (bee o podcast) on environmental change material. International Journal of Learning Media on Natural Science (IJLENS), vol. 2, no. 1, pp. 21-28, 2025, doi: 10.60005/ijlens.v2i1.101. DOI: https://doi.org/10.60005/ijlens.v2i1.101
    22. M. G. Eppley, R. J. Dellinger, L. Curtis, C. O. Estien, L. Forg, A. J. Jones, A. Swank, and A. Lee, “Where we go from here: Harnessing queer perspectives to advance practice in ecology and evolutionary biology,” Ecology and Evolution, vol. 16, no. 3, pp. 73063, 2026, doi: 10.1002/ece3.73063. DOI: https://doi.org/10.1002/ece3.73063
    23. C. P. Desmedt, W. Budts, M. De Vos, and P. Moons, “Artificial intelligence-generated podcasts open new doors to make science accessible: a mixed-method evaluation of quality and the potential for science communication,” European Journal of Cardiovascular Nursing, vol. 24, no. 6, pp. 885-895, 2025, doi: 10.1093/eurjcn/zvaf074. DOI: https://doi.org/10.1093/eurjcn/zvaf074
    24. E. Robison, “Enhancing simulation prebriefing in nursing education using AI-generated podcast: An application of NotebookLM,” Teaching and Learning in Nursing, vol. 21, no. 2, pp. 398-401, 2025, doi: 10.1016/j.teln.2025.10.014. DOI: https://doi.org/10.1016/j.teln.2025.10.014
    25. Z. H. Khoury, M. S. Sultan, T. Tavares, M. Jessri, and A. S. Sultan, “AI-generated podcasts for health education,” Medical Teacher, vol. 48, no. 1, pp. 158-163, 2026, doi: 10.1080/0142159X.2025.2513421.
    26. P. Huffman, and J. Hutson, “Enhancing history education with google NotebookLM: Case study of mary easton sibley’s diary for multimedia content and podcast creation,” ISRG Journal of Arts, Humanities and Social Sciences, vol. 2, no. 5, 2024.
    27. A. Kokala, “Revolutionizing content creation: Leveraging AI-driven podcast generation with NotebookLM and personalized insights,” International Research Journal of Modernization in Engineering Technology and Science, vol. 6, pp. 1798-1803, 2024, doi: 10.56726/IRJMETS65280. DOI: https://doi.org/10.56726/IRJMETS65280
    28. C. Sturgeon Delia, “A pilot practitioner’s inquiry into students’ reflections on ai-generated podcasts in higher education,” Education Sciences, vol. 15, no. 12, pp. 1680, 2025, doi: 10.3390/educsci15121680. DOI: https://doi.org/10.3390/educsci15121680
    29. H. Mondal, and S. Mondal, “Integrating NotebookLM, source-grounded artificial intelligence, and storytelling for enhanced physiology education: A perspective,” Interdisciplinary Journal of Virtual Learning in Medical Sciences, vol. 16, no. 3, pp. 314-322, 2025, doi: 10.30476/ijvlms.2025.107829.1348.
    30. G. Cooper, “Examining science education in ChatGPT: An exploratory study of generative artificial intelligence,” Journal of science education and technology, vol. 32, no. 3, pp. 444-452, 2023, doi: 10.1007/S10956-023-10039-Y. DOI: https://doi.org/10.1007/s10956-023-10039-y
    31. M. Jeyaraman, S. Ramasubramanian, S. Balaji, N. Jeyaraman, A. Nallakumarasamy, and S. Sharma, “ChatGPT in action: Harnessing artificial intelligence potential and addressing ethical challenges in medicine, education, and scientific research,” World Journal of Methodology, vol. 13, no. 4, pp. 170, 2023, doi: 10.5662/wjm.v13.i4.170. DOI: https://doi.org/10.5662/wjm.v13.i4.170
    32. K. S. Tang, G. Cooper, and W. Nielsen, “Philosophical, legal, ethical, and practical considerations in the emerging use of generative AI in academic journals: Guidelines for research in science education (RISE),” Research in Science Education, vol. 54, no. 5, pp. 797-807, 2024, doi: 10.1007/s11165-024-10192-3. DOI: https://doi.org/10.1007/s11165-024-10192-3
    33. M. Usher, and M. Barak, “Unpacking the role of AI ethics online education for science and engineering students,” International Journal of STEM Education, vol. 11, no. 1, pp. 35, 2024, doi: 10.1186/s40594-024-00493-4. DOI: https://doi.org/10.1186/s40594-024-00493-4
    34. G. Lee, M. Yun, X. Zhai, and K. Crippen, “Artificial intelligence in science education research: Current states and challenges,” Journal of Science Education and Technology, pp. 1-18, 2025, doi: 10.1007/s10956-025-10239-8. DOI: https://doi.org/10.1007/s10956-025-10239-8
    35. P. He, and J. Krajcik, “Artificial intelligence in science education: Global insights and future directions,” Disciplinary and Interdisciplinary Science Education Research, vol. 8, no. 1, pp. 6, 2026, doi: 10.1186/s43031-026-00154-2. DOI: https://doi.org/10.1186/s43031-026-00154-2
    36. N. M. Hall, and J. M. Jones, “Student-produced podcasts as a teaching and learning tool,” American Journal of Distance Education, vol. 37, no. 1, pp. 53-65, 2023, doi: 10.1080/08923647.2021.1995256. DOI: https://doi.org/10.1080/08923647.2021.1995256
    37. K. R. Paudel, “AI-Generated podcasts as a supplemental pharmacology learning tool: A feasibility study in undergraduate medical education,” Medical Science Educator, vol. 35, pp. 2735–2741, 2025, doi: 10.1007/s40670-025-02521-6. DOI: https://doi.org/10.1007/s40670-025-02521-6
    38. M. R. Turchioe, and A. Shamnath, “Reaching ears, not just eyes: how artificial intelligence-generated podcasts can bridge the scientific communication gap,” European Journal of Cardiovascular Nursing, vol. 24, no. 6, pp. 896-897, 2025, doi: 10.1093/eurjcn/zvaf102. DOI: https://doi.org/10.1093/eurjcn/zvaf102
    39. L. Díaz, and V. D. Carmona-Galindo, “Turning the page: Pre-Class ai-generated podcasts improve student outcomes in ecology and environmental biology,” Education Sciences, vol. 16, no. 1, pp. 168, 2026, doi: 10.3390/educsci16010168. DOI: https://doi.org/10.3390/educsci16010168
    40. Z. H. Khoury, M. S. Sultan, T. Tavares, M. Jessri, M., & Sultan, A. S. (2026). AI-generated podcasts for health education. Medical Teacher, 48(1), 158-163, 2026, doi: 10.1080/0142159X.2025.2513421. DOI: https://doi.org/10.1080/0142159X.2025.2513421
    41. E. D. Besser, L. E. Blackwell, and M. Saenz, “Engaging students through educational podcasting: Three stories of implementation,” Technology, knowledge and Learning, vol. 27, no. 3, pp. 749-764, 2022, doi: 10.1007/s10758-021-09503-8. DOI: https://doi.org/10.1007/s10758-021-09503-8
    42. H. Kireitseva, V. Khrutba, I. Patseva, Y. Khrutba, and V. Ustymenko, “Using podcasts as an innovative method of environmental education,” Environmental Research, Engineering and Management, vol. 81, no. 2, pp. 53-63, 2025, doi: 10.5755/j01.erem.81.2.37963. DOI: https://doi.org/10.5755/j01.erem.81.2.37963
    43. A. W. Oliveira, A. O. Brown, G. Shao, and A. Wenghofer, “Integrating public communication into undergraduate science through creative production of audio podcasts,” The Australian Educational Researcher, vol. 52, no. 6, pp. 3925-3954, 2025, doi: 10.1007/s13384-025-00882-w. DOI: https://doi.org/10.1007/s13384-025-00882-w
    44. L. Liu, and F. K. Jiang, “Podcasting science: Rhetorical moves and interactional metadiscourse in the Nature Podcast,” Journal of English for Academic Purposes, vol. 71, pp. 101419, 2024, doi: 10.1016/j.jeap.2024.101419. DOI: https://doi.org/10.1016/j.jeap.2024.101419
    45. F. Ouyang, X. Dai, and S. Chen, “Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming,” International Journal of STEM Education, vol. 9, no. 1, pp. 45, 2022, doi: 10.1186/s40594-022-00361-z. DOI: https://doi.org/10.1186/s40594-022-00361-z
    46. A. Lannin, D. van Garderen, H. Abdelnaby, C. Smith, R. Juergensen, W. Folk, and W. Romine, “Scaffolding learning via multimodal STEM text sets for students with learning disabilities,” Learning Disability Quarterly, vol. 47, no. 2, pp. 97-109, 2024, doi: 10.1177/07319487231187637. DOI: https://doi.org/10.1177/07319487231187637
    47. C. C. van Nooijen, B. B. de Koning, W. M. Bramer, A. Isahakyan, M. Asoodar, E. Kok, J. J. G. van Merrienboer, and F. Paas, “A cognitive load theory approach to understanding expert scaffolding of visual problem-solving tasks: A scoping review,” Educational Psychology Review, vol. 36, no. 1, pp. 12, 2024, doi: 10.1007/s10648-024-09848-3. DOI: https://doi.org/10.1007/s10648-024-09848-3
    48. T. Tanti, W. Utami, D. Deliza, and M. Jahanifar, “Investigation in vocation high school for attitude and motivation students in learning physics subject”, Journal Evaluation in Education (JEE), vol. 6, no. 2, pp. 479-490, 2025, doi: 10.37251/jee.v6i2.1452. DOI: https://doi.org/10.37251/jee.v6i2.1452
    49. D. D. Errabo, A. D. Rosa, and L. J. M. Gonzales, “Optimizing differentiated podcasts to promote students’ self-regulation and engagement, self-efficacy and performance in asynchronous learning,” Journal of Research in Innovative Teaching & Learning, vol. 17, no. 2, pp. 368-390, 2024, doi: 10.1108/JRIT-02-2024-0039. DOI: https://doi.org/10.1108/JRIT-02-2024-0039
    50. D. Bajrami, A. Aliti, A. Iseni, S. Ejupi, and E. Aliti, “Podcasts as tools for communication and lifelong learning in school education,” International Journal of Innovative Technology and Interdisciplinary Sciences, vol. 9, no. 1, pp. 137-171, 2026, doi: 10.15157/ijitis.2026.9.1.137-171.
    51. S. Akhter, T. Kumar, and A. Thingnam, “Examining the efficacy of podcast creation and dissemination in fostering student communication skill,” Environment and Social Psychology, vol. 11, no. 1, pp. 4261, 2026, doi: 10.59429/esp.v11i1.4261. DOI: https://doi.org/10.59429/esp.v11i1.4261

Categories