Stemble’s Learnings

Choose images from the task’s media library, or paste or drag and drop new images into the editor. You can also use shorter image links that don’t need the full web address. These options make it quicker to add visuals that help students understand the material.

Instructors can now view the correct answer directly from the marking and task preview screens. This makes it easier to check answers and give students accurate feedback without switching screens.

Add course documents, such as your syllabus or lab manual, as Materials for your students to reference right from Stemble. We also added the ability to import Materials from a past course at the same institution, saving time on setup.

Use “Events” to grant assignment access only to students who meet a specific criterion. For example, open a post-lab assignment only after a student has attended a laboratory session. For an in-depth overview of prerequisite options, see this video.

Providing detailed (and consistent) feedback takes time and training. In a large chemistry course, TAs may only have time to leave a few words on each response, giving students limited insight into where they went right or wrong. At Stemble, we’ve always worked toward clear, consistent feedback through well-defined rubrics. Our design team has been exploring another way to put that guidance into practice: a hybrid grading approach that combines AI-generated feedback with manually assigned grades.

How people see organic chemistry matters. This article, co-authored by Dr. Dory DeWeese — a member of the Stemble user community — draws on a 2026 public survey suggesting that the subject remains misunderstood and underappreciated. For us, this sparks questions about the experiences we create for students. How can we help them connect chemistry concepts to the world around them? How can practice and feedback build confidence and understanding? These questions sit close to our work with instructors: designing learning experiences that make challenging material more approachable while supporting meaningful learning. We’re excited to see members of our community contributing to this conversation.

What does the evidence actually tell us about AI and student learning? This systematic review examined 85 studies, ultimately including 49 in a meta-analysis. Initial analysis suggested positive learning effects, but the results were not conclusive. Wide variations in learning goals and assessment methods helped to explain some of those differences. For Stemble, this reinforces the importance of thoughtful instructional design and well-defined measures of student success so that we can be intentional about the choices that we make while building content and analyzing outcomes.

Dr. Jason Pearson, Stemble Founder, will be a panelist at the session “Innovative Strategies for Chemistry Education in an AI-Era” on Sunday, December 6, 2026 as part of ABCChem 2026 in Rio de Janeiro, Brazil. ABCChem offers an opportunity for top scientists from around the Atlantic Basin to share ideas and collaborate on current multi-disciplinary chemistry topics. Will you be at ABCChem? Let us know—we’d love to arrange a time for you to connect with Jason.