This strongly resonates with what we are building at ChemioAI [1], although we have deliberately started with a narrower audience: college students taking Organic Chemistry I and II.

We are also approaching Bloom’s 2-sigma challenge as the design goal. The aim is not another chatbot that gives away answers, but a patient, Socratic coach operating within a structured system of diagnosis, guided practice, feedback, productive struggle, and independent mastery.

One reason we chose college O-Chem rather than K–12 is precisely the concern raised throughout this thread about screen time and introducing conversational AI too early. Organic Chemistry is a notoriously difficult gateway course taken by older students who are already studying digitally. It gives us a more bounded, age-appropriate environment in which to test whether AI can strengthen effortful learning rather than replace thinking.

Your separation of the tutor from the underlying curriculum and mastery system is especially important. We have reached a similar conclusion: AI can ask better questions, provide patient scaffolding, and adapt how concepts are explained, but it should not independently define the curriculum, determine mastery, or become the source of truth. We therefore keep curriculum, pedagogical policy, mastery decisions, and safety controls in a deterministic orchestration layer outside the model.

Congratulations on the launch. It is encouraging to see others pursuing the same underlying educational ambition from a different starting point.

[1] chemio.ai