Effects of Incorporating an Expert Decision-Making Mechanism into Chatbots on Students' Achievement, Enjoyment, and Anxiety

Autor/inn/en	Hsu, Ting-Chia; Huang, Hsiu-Ling; Hwang, Gwo-Jen; Chen, Mu-Sheng
Titel	Effects of Incorporating an Expert Decision-Making Mechanism into Chatbots on Students' Achievement, Enjoyment, and Anxiety
Quelle	In: Educational Technology & Society, 26 (2023) 1, S.218-231 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	High School Students; Expertise; Decision Making; Artificial Intelligence; Computer Mediated Communication; Technology Uses in Education; Student Experience; Anxiety; Academic Achievement; Learning Processes; Concept Formation; Psychological Patterns + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Expert appraisal; Decision-making; Entscheidungsfindung; Künstliche Intelligenz; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienerfahrung; Angst; Schulleistung; Learning process; Lernprozess; Concept learning; Begriffsbildung
Abstract	In traditional instruction, teachers generally deliver the content of textbooks to students via lectures, making teaching activities lack vibrancy. Moreover, in such a one-to-many teaching mode, the teacher is usually unable to check on individual students' learning status or to provide immediate feedback to resolve their learning problems. Chatbots provide an opportunity to address this problem. However, conventional chatbots generally serve as information providers (i.e., providing relevant information by matching keywords in a conversation) rather than as decision-making advisors (i.e., using a knowledge-base with a decision-making mechanism to help users solve problems). Thus, this study proposes an expert decision-making-based chatbot to facilitate individual students' construction of knowledge during the learning process. A quasi-experiment was conducted to compare the differences in the performances and perceptions of students using the expert decision-making-based chatbot (EDM-chatbot) and the conventional chatbot (C-chatbot) in the activities of a geography course. One class of 35 students was the experimental group, using the EDM-chatbot. The other class of 35 students was the control group, using the C-chatbot. The results of the study showed that the EDM-chatbot combined with expert decision-making knowledge significantly improved students' learning achievement and learning enjoyment as well as reducing their learning anxiety, showing the value of the proposed approach. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01