Educational AI Chatbots for Content and Language Integrated Learning (original) (raw)
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Revista Romaneasca pentru Educatie Multidimensionala
Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically chan...
The effect of AI-powered chatbots in social studies education
Education and information technologies, 2024
The aim of this research is to investigate the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The study was conducted using embedded design, evaluated within the framework of mixed methods research. The study group consists of 78 6th-grade students studying in three different classes, along with one teacher who implemented the practices and guided the process. During the experimental phase of the study, lessons in the experimental group were taught by the practitioner teacher using an AI-powered chatbot named "Sosyalci-Bot". Meanwhile, lessons in two control groups were taught following the constructivist approach. At the end of the process, it was determined that the experimental group students' post-test and permanency test scores were significantly higher than the control group students' scores in both post-test and permanency test. In the semi-structured interviews, both students and the practitioner teacher provided positive evaluations of the pedagogical and design features of the chatbot, indicating that these features positively impacted the learning-teaching process. They also identified some shortcomings while offering suggestions for improvement. Based on the study findings, it is evident that chatbots have a high potential to contribute to Social Studies education. However, to fully harness this potential and achieve optimal effectiveness, further advancements and refinements in chatbot technology are required. At this point, it is recommended to conduct theoretical or applied studies focusing on developing chatbots with high communication capacity and explore innovative and constructive ideas regarding the integration of chatbots into educational environments.
Teacher Trainees´ Attitudes Towards Integrating Chatbots Into Foreign Language Classes
INTED proceedings, 2022
Generally, developing and improving foreign language conversation skills are the most challenging aspects of foreign language education. The situation of many foreign language teachers and learners has been made even more complicated and challenging after the Covid-19 outbreak, which caused a sudden move to distance learning environments. Although schools can choose from a wide range of modern digital technologies, not all are suitable for supporting or even replacing a spontaneous conversation in the class. The paper explores the use of chatbots as a possible solution for developing conversational skills (both in an oral and written form) of learners of English as a foreign language. Chatbots (chatting robots or conversational robots) are usually used in commercial situations (customer services). Recently, it has been questioned how effective chatbots can be in assisting non-native English language teachers as tools for simulated conversation. While learners often do not have the opportunity to converse with the teacher or classmates as much as they need, chatbots are available at any time, and they can “tolerate” the learner´s pace and allow learners to keep track of their own performance over time. The paper publishes the results of the survey administered among 362 future teachers of English (all of them were university students and non-native speakers of English) in the Czech Republic and Slovakia. Nearly 41% of the respondents did not have any (conscious) experience with chatbots before participating in the research. 23.8% of respondents had some experience with educational chatbots, and 21.8% of respondents had some experience conversing with commercial chatbots. Generally, the respondents evaluated their conversation with Mitsuku the chatbot as fluent (62.43%), entertaining (58.83%), linguistically accurate (72.92%), and enjoyable (94.47%). However, only 35.63% of respondents perceived their conversation with the chatbot as natural. Consequently, 49.2% of respondents would not use chatbots in their future English classes, and only 35.9% of respondents would integrate chatbots in their teaching decidedly. Compared to the research results published abroad, the results pointed out the possible gaps in how well the Czech and Slovak teacher trainees are informed about the modern digital tools available for school or independent English language learning and their expectations regarding the development of conversation skills are. In addition, the results showed the areas where teacher training may be extended and updated.
Integration of Chatbots in Additional Language Education: A Systematic Review
European Journal of Educational Research, 2024
This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and selfconfidence. Resumen: Esta exhaustiva revisión sistemática profundiza en la creciente prevalencia de la integración de chatbots en la enseñanza de idiomas. El objetivo general es evaluar el panorama actual del conocimiento sobre la utilización de chatbots y su influencia en tres elementos cruciales: las habilidades, las actitudes y las emociones de los estudiantes. Además, la revisión pretende escudriñar las ventajas vinculadas a la incorporación de chatbots en la enseñanza de lenguas extranjeras, explorando sus beneficios potenciales al tiempo que se consideran las limitaciones y los posibles impactos negativos en habilidades específicas o en las experiencias de los usuarios. En consecuencia, esta investigación ofrece valiosas perspectivas sobre la aplicación de chatbots en la enseñanza de lenguas extranjeras, arrojando luz sobre sus ventajas potenciales y las áreas que justifican una mayor exploración y mejora. La integración de chatbots en el aprendizaje de idiomas, a pesar de ciertas limitaciones, suele arrojar resultados positivos y mejorar los resultados educativos en las competencias de los estudiantes. Sus características también pueden influir en la actitud del estudiante de idiomas, incidiendo en factores como la motivación, el interés, la autonomía en el aprendizaje y el compromiso o incluso su sentido de la diversión. Además, los chatbots resultan útiles para crear entornos de aprendizaje emocionalmente positivos y pueden contribuir a aumentar la autoestima y la confianza de los estudiantes en sí mismos. Indications of quality : Scimago C2 impacto 0.39 Social Sciences, Education (2023), Citescore 3.6, 74%, ranking 376/1469, Education (2022). How to cite: Cislowska, A. I., & Pena-Acuna, B. (2024). Integration of Chatbots in Additional Language Education: A Systematic Review. European Journal of Educational Research, 13 (4). 1607-1625. https://doi.org/10.12973/eu-jer.13.4.1607
An Explorative Review of Artificial Intelligence Software (Chatbot) Impact on Education System
Computer programs known as chatbots can mimic conversations with real users. They are utilized more frequently in education to automate administrative activities, respond to student inquiries, and offer tailored learning support. An exploratory overview of the research on chatbot software and its prospective effects on the educational system is presented in this essay. The history of chatbots and how they have evolved in the education industry are covered in the first section of the study. The available chatbot software is then reviewed, along with its capabilities and effects on students and teachers. The requirement for high-quality data and the possibility of bias are some of the difficulties related with employing chatbots in education that are also covered in the paper. The future of chatbots in education is covered in the paper's conclusion. It implies that chatbots could fundamentally alter how we educate people. To completely comprehend how chatbots affect student learni...
International Journal of Emerging Technologies in Learning (iJET)
This paper explores the correspondence between the use of ChatGPT and the generally accepted definitions of learning. The study compares the data provided by ChatGPT with well-known definitions of learning in order to determine if the use of the chatbot supports language learning. The research questions focus on the alignment between ChatGPT and the definitions of learning, the potential behavioral changes resulting from learning via ChatGPT, the learning experience provided by the chatbot, and the support it offers for language learning and the development of linguistic and social skills. The methodology of the study involves a qualitative approach, collecting data from university students who used ChatGPT to complete writing assignments. The participants were observed during their interaction with ChatGPT, and interviews were conducted to gather their perspectives. The collected data were compared to a list of definitions and concepts of learning and language learning. The results...
CHATBOT AS AN EDUCATIONAL SUPPORT SYSTEM
EPRA International Journal of Multidisciplinary Research (IJMR), 2022
The shift in technological advancements to Artificial Intelligence guided systems is ushering in a batch of new opportunities and challenges for various industries. The educational domain is especially affected by the use of chatbots to enhance learners' interaction capabilities and aid faculty roles by automating mundane tasks. The development of chatbots uses different approaches depending on the educational purposes that they are meant to accomplish. For example, some chatbots are developed using the social constructivist approach and have the ability to act as interactive tutors offering quizzes, assessments, and access to previous lectures. The disruptive technology of chatbots is affecting educational domains in various ways that need to be considered by institutions and practitioners in the field.
The chatbots' challenge in education
Pre-print, 2023
The article addresses the positive and negative implications on instruction, learning, and assessment of the growing spread of chatbots based on large language models (LLMs) in education. It is based on extensive conversations with ChatGPT regarding pedagogy-related issues and relevant documents. Discussed are the challenges of chatbots like ChatGPT to educators-their potential to advance deep learning and the roles of the instructor and the school context in causing it to happen on the one hand. On the other hand, it underscores the pedagogical drawbacks of improper usage of such chatbots and the instructional practices and school contexts that could escalate learning. Three school-culture components, namely, classroom learning, teacher professional learning, and school leadership, are the essential aspects of pedagogical approaches that, in a particular constellation, could enhance and, in another, impede the chatbot's potential to advance deep learning. The underlying theoretical framework is assessment-driven, contrasting assessment for learning (AfL) and assessment for grading, distinguishing assessment cultures from testing cultures. Patterns of chatbot usage that align with the principles of each culture are discussed. A sample of quotes from the conversations with ChatGPT is presented to support the insights gained from the chatting experience and the conclusions drawn.
Chatbots: The Future of Education?
International Journal of Engineering Pedagogy (iJEP), 2024
Chatbots are emerging technologies with the potential to improve teaching and learning processes. This paper conducts a systematic review of research on chatbots in education, focusing on articles published in Online-Journals.org from 2011 to 2024. The aim is to examine the various aspects addressed by the authors, such as design principles, pedagogical roles, interaction styles, and evaluation methods for chatbots in educational contexts. The tools were classified according to the type of user they targeted, revealing that 42% were aimed at students, 11% at teachers, 29% at both types of users, and 18% at external users. The characteristics of the tools along the above dimensions were analyzed, highlighting trends, good practices, and observed limitations. The key findings, challenges, and implications of using chatbots to improve learning outcomes, and experiences were discussed. It was concluded that chatbots are an emerging technology that offers benefits such as teaching personalization, self-learning, and real-time feedback but also poses challenges, such as evaluation and research into their effectiveness for education.
EXPLORING THE BOUNDARIES, FUTURE TRENDS, AND CHALLENGES OF CHATBOTS IN EDUCATION
IJARW, 2024
The field of education is going through a significant change, with AI as a critical part of it and Chatbots showing up as an essential example of this progress. Chatbots are becoming valuable tools that can reshape how we learn. As we push for educational improvements, using Chatbots presents opportunities and challenges while allowing teachers and students to think about their career values. This study uses a fundamental analysis to look at research on ChatGPT in education based on data from Scopus. A total of 1.039 publications were reviewed. The main findings show a significant rise in studies on this topic in 2023 and 2024, which comprise 68.33% of all collected publications. The authors with the most work are from universities and research institutes in Switzerland and China, and some newer authors have gained a lot of citations. The top 10 articles were published in well-known and respected journals. The research covers essential topics, focusing on how Chatbots can be used in education to boost self-learning, support adaptable learning styles, and include newer machine and deep learning methods. This analysis helps give a broad view of current research on Chatbots in education, offering useful insights for researchers and teachers on new trends and future directions for this growing part of AI in learning.