Chatbot Development as a Digital Learning Tool to Increase Students' Research Knowledge

Autor/in	Vanichvasin, Patchara
Titel	Chatbot Development as a Digital Learning Tool to Increase Students' Research Knowledge
Quelle	In: International Education Studies, 14 (2021) 2, S.44-53 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Educational Technology; Computer Mediated Communication; Instructional Effectiveness; Research Skills; College Students; Electronic Learning; Artificial Intelligence; Intelligent Tutoring Systems; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computerkonferenz; Unterrichtserfolg; Forschungsleistung; Collegestudent; Künstliche Intelligenz; Intelligentes Tutorsystem; Ausland
Abstract	The research aimed to: 1) develop the chatbot; 2) evaluate its effectiveness; and 3) investigate its effects on students' research knowledge. The sample consisted of 36 Thai university students. The research instruments consisted of: 1) the chatbot; 2) an evaluation form; 3) an effectiveness questionnaire; and 4) research tests. Data analysis used was mean, standard deviation, content analysis and a t-test. The findings indicated that: 1) the chatbot was evaluated by experts with the applicability at a very high level ([x-bar] = 4.67, S.D. = 0.08) with recommendation to add more research content and interactive learning. The pilot test was done with 14 non-target group of students. Students perceived the chatbot's effectiveness at a high level ([x-bar] = 4.43, S.D. = 0.35) with comments to add more examples and graphics to make the chatbot more interesting; 2) the 36 target group of Thai university students perceived the chatbot as an effective technology to use as a digital learning tool at a high level ([x-bar] = 4.37, S.D. = 0.48). They thought that chatbot technology was easy to use, easy to understand, innovative and fun for learning. They could get answers instantly and be able to seek specific information without waiting for responses. However, in response to questions not matched keywords specified, further details of finding proper answers such as links should be provided instead of leaving those questions unanswered. Also, the chatbot only provided responses when typing correctly so there should be an option to choose from a list of questions or keywords; and 3) the post-test scores were significantly higher than the pre-test scores at the 0.05 level of significance. In conclusion, using chatbot technology in education settings to increase students' research knowledge gave positive results as it led to positive learning outcomes and helped provide better personalized learning experience for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01