The evaluation of chatbot as a tool for health literacy education among undergraduate students

Abstract

This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users' acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot's intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.

Interacting with chatbots later in life: A technology acceptance perspective in COVID-19 pandemic situation

“…Although early chatbots lacked the ability to maintain a conversation going (Hussain et al, 2019), as the conversational agents use more and more natural language processing, they pass the Turing Test (Justo et al, 2021). In 1995, ALICE chatbot, a highly awarded software, has been developed (Mokmin and Ibrahim, 2021), the creation of virtual personal assistance has begun (e.g., Siri form Apple, Cortana from Microsoft, Alexa from Amazon, Google Assistant, or IBM Watson; Liu et al, 2018;Adamopoulou and Moussiades, 2020;Gunathilaka et al, 2020).…”

“…In 1995, ALICE chatbot, a highly awarded software, has been developed and has been considered the “most human computer” until that moment ( Adamopoulou and Moussiades, 2020 ). After the development of chatbots available through messenger application, like SmarterChild, in 2001, or Wechat in 2009 ( Mokmin and Ibrahim, 2021 ), the creation of virtual personal assistance has begun (e.g., Siri form Apple, Cortana from Microsoft, Alexa from Amazon, Google Assistant, or IBM Watson; Liu et al, 2018 ; Adamopoulou and Moussiades, 2020 ; Gunathilaka et al, 2020 ).…”

Experiences and perceptions of final‐year nursing students of using a chatbot in a simulated emergency situation: A qualitative study

“…This technology may support nurses and nursing students in making informed decisions during the patient care by automating the data process; however, the final clinical decision should rely on their clinical judgement, considering current evidence and a view of appropriate clinical practice (Akbar et al, 2021 ; Araujo et al, 2020 ). It should be noted that there may be professional concerns and reservations about using chatbots, including fear or uncertainty for the unknown, ethical and privacy implications or the perception of additional workload (Mokmin & Ibrahim, 2021 ). For these reasons, recent research suggests that front‐line professionals should be involved in the design and implementation of decision‐making support systems, sharing their perspectives and verbalizing their perceptions and underlying nursing practice requirements, thereby promoting a better adoption of their use for care quality and patient safety (Fritz & Dermody, 2019 ).…”

Galleryist Anna: Chatbot as an Educational Resource

“…Tato aktivizace je zajímavá v tom, že studenti sice rozlišují mezi chatbotem a člověkem (Mokmin & Ibrahim, 2021), jejich vzájemný dialog je vždy v určitém ohledu limitovaný (Duncker, 2020), ale současně na chatbota a dialog s ním mají stejné nároky jako na běžného učitele. I psychologická vazba je podobná -chatbot nejen aktivizuje, ale také motivuje (Cheng, Y., & Jiang, 2020;Tärning & Silvervarg, 2019), poskytuje zpětnou vazbu (Gonda & Chu, 2019).…”

“…I psychologická vazba je podobná -chatbot nejen aktivizuje, ale také motivuje (Cheng, Y., & Jiang, 2020;Tärning & Silvervarg, 2019), poskytuje zpětnou vazbu (Gonda & Chu, 2019). Tím nechceme říci, že chatbot nahradí učitele, ale lze ho využít tam, kde z různých důvodů nemůže být učitel dostatečně přítomný (Xu et al, 2021;Mokmin & Ibrahim, 2021). Nejde proto o konkurenci, ale o hledání spolupráce, jak také naznačují některé studie (Chkroun & Azaria, 2018;Neto & Fernandes, 2019).…”