Design of a chatbot as a distance learning assistant

Tamayo, Pedro A.; Herrero, Ana; Martín, Javier; Navarro, Carolina; Tránchez, José Manuel

doi:10.5944/openpraxis.12.1.1063

Cited by 41 publications

(44 citation statements)

References 3 publications

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“…All the same, numerous benefits have been reported reflecting positive experiences (Ismail & Ade-Ibijola, 2019 ; Schmulian & Coetzee, 2019 ) that improved learning confidence (Chen et al, 2020 ), motivation, self-efficacy, learner control (Winkler & Söllner, 2018 ), engagement (Sreelakshmi et al, 2019 ), knowledge retention (Cunningham-Nelson et al, 2019 ) and access of information (Stathakarou et al, 2020 ). Furthermore, ECs were found to provide value and learning choices (Yin et al, 2021 ), which in return is beneficial in customizing learning preferences (Tamayo et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Besides, as ECs promotes anytime anywhere learning strategies (Chen et al, 2020 ; Ondas et al, 2019 ), it is individually scalable (Chocarro et al, 2021 ; Stathakarou et al, 2020 ) to support learning management (Colace et al, 2018 ) and delivery of context-sensitive information (Yin et al, 2021 ). Henceforth, encouraging participation (Tamayo et al, ( 2020 ); Verleger & Pembridge, 2019 ) and disclosure (Brandtzaeg & Følstad, 2018 ; Ischen et al, 2020 ; Wang et al, 2021 ) of personal aspects that were not possible in a traditional classroom or face to face interaction. Conversely, it may provide an opportunity to promote mental health (Dekker et al, 2020 ) as it can be reflected as a ‘safe’ environment to make mistakes and learn (Winkler & Söllner, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Kumar

2021

Int J Educ Technol High Educ

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Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes. Based on a mixed-method quasi-experimental approach, ECs were found to improve learning performance and teamwork with a practical impact. Moreover, it was found that ECs facilitated collaboration among team members that indirectly influenced their ability to perform as a team. Nevertheless, affective-motivational learning outcomes such as perception of learning, need for cognition, motivation, and creative self-efficacy were not influenced by ECs. Henceforth, this study aims to add to the current body of knowledge on the design and development of EC by introducing a new collective design strategy and its pedagogical and practical implications.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Kumar

2021

Int J Educ Technol High Educ

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“…A study by [22] proposed EconBot as an economic learning platform. The design of EconBot is shown in Figure 1.…”

Section: A Architecturementioning

confidence: 99%

“…However, there is still limited study that creates a general architecture of the chatbot for the general learning system. Tamayo [22] proposed the content design, while Sperli [24] and Gavin & Glavin [23] proposed a more technical side of the chatbot system.…”

Section: A Architecturementioning

confidence: 99%

Gamification on Chatbot-Based Learning Media: a Review and Challenges

Hidayatulloh

Pambudi

Surjono

et al. 2021

ELINVO

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The mobile learning sector has exploded, implying that the e-Learning trend is shifting to mobile platforms. As a result, chatbots have become increasingly popular alternatives for online learning and examinations on mobile platforms. However, it did not provide enough motivation for the student. On the other hand, gamification in a typical e-Learning platform is a widely used technique for increasing students' learning motivation. Therefore, combining gamification with chatbot-based learning and examinations possibly offer benefits, including increase student learning motivation. This study explored the possibilities and future challenges of the development of gamification within chatbot-based learning media. We discussed four aspects: architecture's reliability, security and privacy issue, user’s acceptance and motivation, and gamification feature challenges.

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“…Uzaktan eğitim asistanı olarak bir chatbot tasarımı EconBot adlı sohbet robotu veya sohbet robotu biçiminde bir sanal asistan olan , 2017'den itibaren öğrencilerin kullanımına sunuldu. Özellikleri ve işlevleri, kullanışlılığının değerlendirilmesi ve bu tür teknolojik yeniliklerin uygulanmasında öğretmenlerin rolünü vurgulamaktadır [16]. Diana'ya Sor: Suyla ilgili afet yönetimi için anahtar kelime tabanlı bir sohbet robotu sistemi.…”

Section: Avrupa Bilim Ve Teknoloji Dergisi E-issn: 2148-2683unclassified

Müşteri Hizmetleri Yönetiminde Yapay Zeka Temelli Chatbot Geliştirilmesi

İşeri¹,

Aydın²,

TUTUK³

2021

European Journal of Science and Technology

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ÖzChatbot yani sohbet robotu; kullanıcıların bilgisayar ile sesli veya yazılı olarak iletişime geçtiği bir uygulamadır. Günümüzde chatbotlar yaygın olarak birçok sektörde kullanılmaktadır. Chatbotlar kural tabanlı ve makine öğrenme temelli olmak üzere temel olarak iki şekilde tasarlanmaktadır. Bu çalışmada gerçek bir işletmenin çağrı merkezi işlemlerini yönetebilmek adına makina öğrenimi ile çeşitli doğal dil işleme (NLP) teknikleri kullanılarak bir chat bot tasarımı gerçekleştirilmiştir. Bu sohbet robotunun geliştirilmesindeki temel amaç kullanıcıların firma veya firma ürünleri hakkındaki soru veya soruları karşısında bir çalışana ihtiyaç duymadan hızlı ve efektif bir şekilde çözüm bulmasıdır. Bu sohbet robotunda kullanıcı sorular sorarak girdiler oluşturmaktadır. Bu girdilere yanıt olarak ise veri setinde uygun alan altındaki oluşturulmuş responses alanı cevap olarak kullanıcıya dönmektedir. Veri setinde ise niyet, bu niyete ait olan patern ve verilmesi gereken cevaplar bulunan bir json dosyası kullanılmaktadır. Veri setini oluşturan patern ve cevaplar firmanın sıkça sorulan sorular (S.S.S) bölümüyle birlikte, firmanın çağrı merkezine gelen telefon konuşmaları ve whatsApp müşteri hizmetleri hattındaki veriler ile oluşturulmuştur. Eğitilen model 32 gün boyunca her gün belli saat aralıklarında canlı olarak devreye alınmış ve chatbotun sorulan sorulara karşın verdiği cevapların oldukça yüksek olduğu görülmüştür.

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Design of a chatbot as a distance learning assistant

Cited by 41 publications

References 3 publications

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Gamification on Chatbot-Based Learning Media: a Review and Challenges

Müşteri Hizmetleri Yönetiminde Yapay Zeka Temelli Chatbot Geliştirilmesi

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