Supporting Student-Teacher Interaction Through a Chatbot

Mendoza, Sonia; Hernández-León, Manuel; Sánchez-Adame, Luis Martín; Rodríguez, José; Decouchant, Dominique; Viveros, Amilcar Meneses

doi:10.1007/978-3-030-50506-6_8

Cited by 24 publications

(16 citation statements)

References 21 publications

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“…Studenty spolupráce s chatbotem motivuje (Brandtzaeg & Følstad, 2018) a vnímají ji obecně jako pozitivní (Gislason, 2010;Wang, 2009;Black et al, 2012;Danish et al, 2020), nikoli o edukačním procesu založeném na silně subjekt-objektové interakci, tak jak s ní pracoval například Jan Průcha (2009). Nejde tedy o to vykázat chatbotům nějakou ostře vymezenou roli (Colace et al, 2018;Mendoza et al, 2020), ale chápat je jako součást prostředí, v němž se student učí, může být motivován, může mu být doručován vzdělávací obsah nebo zajišťováno procvičování, může dostávat zpětnou vazbu nebo být veden k reflexi svého vlastního edukačního postupu.…”

Section: Diskuseunclassified

Galleryist Anna: Chatbot as an Educational Resource

Černý¹

2022

Journal of Technology and Information Education

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The case study focuses on a qualitative analysis of the reflection of librarians (n = 12) and students (n = 17) working with the chatbot created through dialogue frames. It focuses on how these respondents understand the interaction with a dialogue system that does not use artificial intelligence, how they are willing to accept the narrative characteristics of such an educational interaction. The discussion focuses on the importance of the design of such educational objects, on the problems and challenges that work with them brings. The case study works with her own created chatbot -Galleryist Anna, which is focused on the development of competencies related to finding information about art artefacts on the Internet.

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Section: Diskuseunclassified

Galleryist Anna: Chatbot as an Educational Resource

Černý¹

2022

Journal of Technology and Information Education

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“…Based on previous research, chatbots show promise as a novel way to provide learning-related [28,46] and health-related support [19]. In the present study, we take an integrative approach to target all student concerns related to studies, well-being, and other issues.…”

Section: Aims Of the Studymentioning

confidence: 99%

“…One prominent use case for chatbots in education is a virtual student advisor who helps students with studies, wellbeing, and other issues. While early prototypes of such systems exist [5,28], this is mostly unresearched territory.…”

Section: Introductionmentioning

confidence: 99%

‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities

Pesonen

2021

Lecture Notes in Computer Science

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Chatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.

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“…In this section, we summarize the background of the proposal described in this article, which is intended to be a generic solution [ 53 ].…”

Section: Introductionmentioning

confidence: 99%

A Model to Develop Chatbots for Assisting the Teaching and Learning Process

Mendoza

Sánchez-Adame

Urquiza-Yllescas

et al. 2022

Sensors

Self Cite

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Recently, in the commercial and entertainment sectors, we have seen increasing interest in incorporating chatbots into websites and apps, in order to assist customers and clients. In the academic area, chatbots are useful to provide some guidance and information about courses, admission processes and procedures, study programs, and scholarly services. However, these virtual assistants have limited mechanisms to suitably help the teaching and learning process, considering that these mechanisms should be advantageous for all the people involved. In this article, we design a model for developing a chatbot that serves as an extra-school tool to carry out academic and administrative tasks and facilitate communication between middle-school students and academic staff (e.g., teachers, social workers, psychologists, and pedagogues). Our approach is designed to help less tech-savvy people by offering them a familiar environment, using a conversational agent to ease and guide their interactions. The proposed model has been validated by implementing a multi-platform chatbot that provides both textual-based and voice-based communications and uses state-of-the-art technology. The chatbot has been tested with the help of students and teachers from a Mexican middle school, and the evaluation results show that our prototype obtained positive usability and user experience endorsements from such end-users.

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Supporting Student-Teacher Interaction Through a Chatbot

Cited by 24 publications

References 21 publications

Galleryist Anna: Chatbot as an Educational Resource

Galleryist Anna: Chatbot as an Educational Resource

‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities

A Model to Develop Chatbots for Assisting the Teaching and Learning Process

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