Impacts of an AI-Based "Cha"bot on College Students' After-Class Review, Academic Performance, Self-Efficacy, Learning Attitude, and Motivation

Autor/inn/en	Lee, Yen-Fen; Hwang, Gwo-Jen; Chen, Pei-Ying
Titel	Impacts of an AI-Based "Cha"bot on College Students' After-Class Review, Academic Performance, Self-Efficacy, Learning Attitude, and Motivation
Quelle	In: Educational Technology Research and Development, 70 (2022) 5, S.1843-1865 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10142-8
Schlagwörter	College Students; Control Groups; Foreign Countries; Artificial Intelligence; Computer Mediated Communication; Learning Motivation; Academic Achievement; Self Efficacy; Feedback (Response); Robotics; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Collegestudent; Ausland; Künstliche Intelligenz; Computerkonferenz; Motivation for studies; Lernmotivation; Schulleistung; Self-efficacy; Selbstwirksamkeit; Robotertechnik; Schülerverhalten
Abstract	Review strategies after learning new knowledge are essential for students to consolidate the key points, understand the subject content, analyze aspects of the learning topics, and summarize the knowledge content of learning while mastering new knowledge. However, educators have found that students generally have difficulties seeking help when they encounter learning problems. This could significantly affect their after-class review performances. To cope with this problem, an after-class review approach with an AI (Artificial Intelligence)-based chatbot is proposed in this study to provide students with immediate and quality feedback during the learning process. Moreover, a quasi-experiment was conducted to explore students' learning motivation, attitude, and academic performance when using the AI-based chatbot. Participants were two classes of students from a university in Taiwan. One class with 18 students was the experimental group and the other with 20 students was the control group. The experimental group used the AI-based chatbot in the after-class review, while the control group used the conventional after-class review approach. Research results showed that the application of AI-based chatbots in the review process of public health courses could improve students' academic performance, self-efficacy, learning attitude, and motivation. In other words, chatbots could help students become more active in the learning process. It is noted that after students asked questions, providing them with sufficient feedback during the review process could make them feel recognized and help to establish a relaxing and friendly interaction, thereby improving their academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01