The article is devoted to the use of chatbot capabilities, a product of artificial intelligence that can complement traditional learning formats. The article discusses the process of creating and testing a physics problem-solving algorithm implemented in a chatbot designed to teach users to solve typical physics problems. The training bot created by the authors offers the user to solve a typical problem, controls the correctness of the solution process, and asks guiding questions and tasks. A chatbot is a tool for sequential learning, so the purpose of creating a chatbot is to develop students’ interest in the subject, familiarise them with typical problem-solving schemes, and assist teachers in individual work with students. The chatbot developed by the authors performs 4 main functions: educational, entertaining, motivational, and reminder. The technology of creating chatbots has wide possibilities for building different types of training courses. The effectiveness of the described method was tested in two groups of students. In the first group, the teacher provided explanations in the process of solving the tasks, and in Group 2, students solved the tasks independently using a chatbot. Statistical processing was based on the Mann-Whitney U test. It was found that there was no significant difference in the levels of problem-solving skills in the comparison groups.