Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation

Abstract

This study investigated the effects of artificial intelligence (AI)-based chatbot and peer feedback mechanisms integrated into the instructional videos (IVs) as a feedback tool on learning performance and intrinsic motivation of pre-service teachers (PTs) in online learning. The participants were 144 PTs from a university in Turkey. A pretest–posttest quasi-experimental design was adopted in this study. Two experimental (EG-1: Immediately elaborated feedback with a chatbot for IVs; EG-2: Delayed peer feedback with comments for IVs) groups and a control group (teaching with IVs) were selected. To collect qualitative data, a survey consisting of open-ended questions was conducted in the experimental groups. The results showed that the learning performance and intrinsic motivation scores of chatbot-based and peer feedback groups were higher than the scores in the traditional learning group. The implications for AI-powered feedback mechanisms and directions for future studies were discussed in this study.

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

“…Such a finding supports H2, which conjectures that positive feedback via emojis embedded in online lessons will significantly enhance EFL learners’ self-efficacy beliefs about learning English. Study 2 also supports the outcomes of previous research on the constructive role that feedback plays in online learning contexts [ 78 , 79 ], and that feedback in the form of emojis can also boost EFL learners’ self-efficacy beliefs. However, it is still unclear whether learners need to attend to feedback in order for it to be effective.…”

Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning

“…In addition, Fidan and Gencel [ 57 ] noted the usefulness of chatbots as a means of regulation and feedback in learning, specifically in Blended learning (b-learning), to increase students’ intrinsic motivation. They also found using chatbots to be beneficial for activating the establishment of teaching objectives and maintaining attention in e-learning or b-learning teaching.…”

Artificial Intelligence for Learning Analytics and Instructional Design Steps: An Overview of Solutions

“…Чат-бот Bilge представляет собой инструмент, включенный в систему обратной связи для студентов [Fidan, Gencel, 2022]. Он оказывает поддержку в обучении, основанном на видео: интерактивные видео сопровождаются возможностью мгновенной обратной связи, реализуемой чат-ботом по запросу учащихся в отношении курса, его программы, задач, контента.…”

“…Исследования применения чат-ботов выявили ряд сложностей и проблем в их использовании, снижающих их эффективность. В частности, возможны трудности в распознавании голоса и изображений, в понимании некоторых вопросов, студенты не всегда бывают удовлетворены уровнем предоставляемых ответов [Fidan, Gencel, 2022]. Некоторые ограничения связаны с технической и функциональной стороной применения чат-ботов, конфиденциальностью и безопасностью [Hamam, 2021].…”