Gemini starts turning questions into interactive experiences

Artificial intelligence is moving beyond answering questions and starting to create experiences that explain concepts.

On Monday, August 24, Google announced a new Gemini capability: turning questions and complex topics into interactive visualisations, models and custom simulations directly inside the conversation.

Until now, a question asked to an AI usually returned a text answer, occasionally accompanied by images or static diagrams. Gemini can now generate working experiences that let the user explore the content interactively.

One example presented by Google is the ability to request a three-dimensional representation of DNA and interact with it, rotating and zooming the model. It is also possible to create simulations of phenomena such as the motion of a pendulum.

What might this mean for education?

The news stands out because it brings artificial intelligence closer to a logic that education knows well: learning by doing, exploring and visualising.

A concept that is hard to explain with text alone can gain a visual representation that lets students try out different possibilities.

Imagine a physics lesson in which the student explores a motion simulation, or a science lesson in which they can visually manipulate a complex structure.

Technology stops being only a way to find answers and starts taking part in building the learning experience itself.

This also raises an important discussion for schools and educators: how do we incorporate AI-generated experiences without losing pedagogical intent?

The tool may create the experience, but it is still the teacher who defines the context, the objective and the way that experience will be used.

A change that deserves attention

Google's move reflects a broader trend in AI development: leaving the logic of "ask and receive an answer" for a logic of "ask and explore".

For education, that difference can be significant.

The more these tools can understand a context and turn information into interactive experiences, the more important it becomes to discuss how, where and with what purpose they will be used.

And that may be one of the great challenges of the next phase of educational technology: not only teaching how to use AI, but learning how to integrate it into the learning process with intent and responsibility.