ASSESSING THE POTENTIAL OF CHATBOTS AS TUTORING TOOLS IN ENGINEERING EDUCATION: A SOUTH AFRICAN CASE STUDY (original) (raw)
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Journal of Computer Science & Systems Biology, 2021
Recent innovations in the field of Artificial intelligence (AI) has led to diverse influx of newer technologies, such as expert systems, intelligence tutoring systems (ITS) and conversation technologies among others. Conversational technologies such as AI-chatbot is capable of sharing and reducing the multiple-task which the 21st century school administrators and lecturers are saddled with. Since this hectic tasks; instructional delivery of contents, assessment and grading of students learning outcome, career guardian/counseling services are enormous. It is on this premise that the present study is necessitated, to investigate the integration of AI-chatbot into teaching and learning: A panacea for improving educational and administrative duties among universities in South-South geopolitical zone, Nigeria. The study adopted a descriptive survey research design. Three objectives with corresponding research questions guided the study. Three hypotheses were also tested at 0.05 alpha sig...
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As the application of Artificial Intelligence (AI) continues to permeate various sectors, the educational landscape is no exception. Several AI in education (AIEd) applications, like chatbots, present an intriguing array of opportunities and challenges. This paper provides an in-depth exploration of the use and role of AI in education and research, focusing on the benefits (the good) and potential pitfalls (the bad and ugly) associated with the deployment of chatbots and other AIEDs. The opportunities explored include personalised learning, facilitation of administrative tasks, enriched research capabilities, and the provision of a platform for collaboration. These advantages are balanced against potential downsides, such as job displacement, misinformation, plagiarism, and the erosion of human connection. Ethical considerations, particularly concerning data privacy, bias reinforcement, and the digital divide, are also examined. Conclusions drawn from this analysis stress the importance of striking a balance between AI capabilities and human elements in education, as well as developing comprehensive ethical frameworks for AI deployment in educational contexts.
INTEGRATION OF CHATBOTS INTO TEACHING AND LEARNING IN NIGERIA UNIVERSITIES
Recent advancements in the field of artificial intelligence (AI) have resulted in a slew of novel technologies, including expert systems, intelligence tutoring systems (ITS), and conversation technologies. Conversational technologies, such as AI-chatbots, have the ability to share and exchange information. Minimizing the multitasking that school managers and lecturers in the twenty-first century face As a result of these time-consuming procedures, the distribution of educational materials has become more difficult. The scope of material, evaluation and grading of students' learning outcomes, and career guardian/counseling services is vast. The current study is based on this premise: to explore the integration of AI-chatbot into teaching and learning: A remedy for enhancing educational and administrative responsibilities among institutions in Nigeria's South-South geopolitical zone. A descriptive survey research approach was used in this study. The study was led by three goals and research questions. At 0.05 alpha significant levels, three hypotheses were also examined. The study's population consists of 252,000 students from South-South public universities (Delta state, Edo State and Bayelsa). The sample size for this study was 399 respondents (274 students, 67 professors, and 58 administrative employees) from state and federal institutions across the country. The 20-item AICHATBOTSQ (AI-chatbot structured questionnaire) was utilized to collect data. The mean, standard deviation, and analysis of variance were used to examine the data collected (ANOVA). According to the findings, there is no significant difference in respondents' mean ratings of the necessity for AI-chatbots in teaching and learning, as well as completing administrative chores, across institutions in the South-South; Low internet infrastructure, instability in governance, insufficient financing, and poor energy supply, among other problems, are obstacles impeding the deployment of AI-chatbot technology in performing administrative responsibilities among institutions in South-South Nigeria, according to the findings. As a result, this study suggests that universities in the south-south of Nigeria fully integrate artificial intelligence tools (AI-chatbots) into teaching and learning as a method of enhancing educational and administrative responsibilities. In addition, the federal government should offer internet access to institutions in the South-South geopolitical zone and Nigeria in general so that AI-chatbots may be properly integrated into teaching.
Users' needs assessment for chatbots' use in Higher Education
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Higher education comprises an important field for the application of chatbots, especially for large-scale use. This paper reports on a needs assessment that was conducted with higher education users (i.e., educators and students) for examining their needs and expectations on chatbots' integration in educational settings. The study was conducted in the context of a research project that includes a series of iterative pilot studies of the use of chatbots in higher education. We report on findings from one of the pilots based on data from semi-structured online interviews with higher-education students and educators. A thematic analysis of the interview data resulted in different themes of needs that users have in education. The outcomes of this study indicate that highereducation users need technological solutions that can support content delivery, formative assessment implementation with the provision of qualitative feedback, research tasks processing and social bonding facilitat...
Rediscovering the use of chatbots in education: A systematic literature review
Computer Applications in Engineering Education, 2020
Chatbots have been around for years and have been used in many areas such as medicine or commerce. Our focus is on the development and current uses of chatbots in the field of education, where they can function as service assistants or as educational agents. In this research paper, we attempt to make a systematic review of the literature on educational chatbots that address various issues. From 485 sources, 80 studies on chatbots and their application in education were selected through a step-by-step procedure based on the guidelines of the PRISMA framework, using a set of predefined criteria. The results obtained demonstrate the existence of different types of educational chatbots currently in use that affect student learning or improve services in various areas. This paper also examines the type of technology used to unravel the learning outcome that can be obtained from each type of chatbots. Finally, our results identify instances where a chatbot can assist in learning under conditions similar to those of a human tutor, while exploring other possibilities and techniques for assessing the quality of chatbots. Our analysis details these findings and can provide a solid framework for research and development of chatbots for the educational field.