Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments

International Journal of Educational Technology in Higher Education, Journal Year: 2021, Volume and Issue: 18(1)

Published: June 27, 2021

Abstract The objective of this article is to analyze the didactic functionality a chatbot improve results students National University Distance Education (UNED / Spain) in accessing university subject Spanish Language. For this, quasi-experimental experiment was designed, and quantitative methodology used through pretest posttest control experimental group which effectiveness two teaching models compared, one more traditional based on exercises written paper another interaction with chatbot. Subsequently, perception an academic forum about educational use analyzed text mining tests Latent Dirichlet Allocation (LDA), pairwise distance matrix bigrams. showed that substantially improved compared (experimental mean: 32.1346 28.4706). Punctuation correctness has been mainly usage comma, colon periods different syntactic patterns. Furthermore, they positively value chatbots their teaching–learning process three dimensions: greater “support” companionship learning process, as perceive interactivity due conversational nature; “feedback” and, lastly, especially ease possibility interacting anywhere anytime.

Language: Английский

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Artificial intelligence in virtual reality simulation for interprofessional communication training: Mixed method study

Nurse Education Today, Journal Year: 2023, Volume and Issue: 122, P. 105718 - 105718

Published: Jan. 14, 2023

Virtual reality simulations are shown to be an effective approach for interprofessional nurse-physician communication training. However, its scalability is constrained by unequal medical-nursing cohort size, rendering a great challenge all nursing students form team with medical students. With the evolution of artificial intelligence (AI), AI player can integrated into virtual more engage in training.To describe development novel AI-enabled simulation (AI-enabled VRS) and evaluate students' competencies experiences communicating doctor.A mixed-methods design using one-group pretest-posttest focus group discussions were employed evaluation phase. Nursing from university recruited undertake 2-hour VRS. Pre-test post-tests administered participants' knowledge self-efficacy. Survey questionnaires examine their environment doctor. Five conducted gain deeper insight learning experiences.The participants demonstrated significant improvements self-efficacy after learning. They reported positively on acceptability, feasibility usability The subscale "human-like" feature doctor was rated lowest. Three themes surrounding emerged: "relate real world", "artificial versus human intelligence" "complement face-to-face learning".This study demonstrates initial evidence potential VRS fostering skills. findings have also provided insights how improve VRS, particular, expressiveness pedagogical agent facilitating dialogue trainings learner-agent conversations.

Language: Английский

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Reconsidering the voice effect when learning from a virtual human

Computers & Education, Journal Year: 2017, Volume and Issue: 114, P. 193 - 205

Published: July 11, 2017

Language: Английский

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How pedagogical agents communicate with students: A two-phase systematic review

Computers & Education, Journal Year: 2022, Volume and Issue: 188, P. 104564 - 104564

Published: May 31, 2022

Technological advancements have improved the capabilities of pedagogical agents to communicate with students. However, an increased use in learning environments calls for a deeper understanding student–agent communication assess effectiveness learning. This study is two-phase systematic review scientific papers on agent research published between 2010 and 2020, including original papers. In first phase, this analyses literature reviews meta-analyses find status gaps. The findings indicate that agents' characteristics impact been reviewed, but its relation not. second empirical studies are reviewed classified into three categories describe how facilitates students' through (1) intrapersonal processes, (2) interpersonal students agent, (3) by facilitating group. show can enhance motivation, self-regulation, self-efficacy, metacognition. At level, aim scaffold giving feedback, prompts, hints from processes results. Pedagogical also support group discussions directing collaboration. Despite rapid technological advancements, not level fluently human-like, which likely reduce their usability concludes needs be developed toward adaptive, adequate, relational, logical communication, requires multidisciplinary theoretical approach, artificial intelligence, affective computing, psychometric assessments. Recommendations future addressing gaps identified discussed.

Language: Английский

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Learner Perceptions of Artificial Intelligence-Generated Pedagogical Agents in Language Learning Videos: Embodiment Effects on Technology Acceptance

International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 22

Published: June 7, 2024

Artificial intelligence generates vibrant characters, encompassing teachers, peer students, and advisors within diverse educational media. However, the impact of perceived embodiment such characters in language learning videos on students' technology acceptance adoption is unclear. Integrating structural equation modeling into thematic analysis, this study analyzes 1042 valid responses from higher education students to bridge research gap. Our reveals that four subdimensions (human-likeness, credibility, facilitation, engagement) significantly positively predict higher-education ease use usefulness artificial intelligence-generated virtual teachers videos. Notably, an exception arises, as human-likeness does not our context. Students' systemic interactivity process emerge pivotal mediators. The qualitative analysis identifies concerns about classroom administration, developmental support, technical issues, deprived interpersonal collaboration, liberal attainment cultivation with teacher presence. This can illuminate designs applications education.

Language: Английский

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Effects of Augmented Reality with Pedagogical Agent on EFL Primary Students’ Vocabulary Acquisition, Motivation, and Technology Perceptions

International Journal of Human-Computer Interaction, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 19

Published: Jan. 7, 2025

Mobile augmented reality (MAR) technology provides EFL learners with a combination of real and virtual learning environments. However, little research has been conducted to investigate the effects integrating pedagogical agent (PA) into AR applications. Therefore, this study designed developed MAR application (PA-MAR) support primary school students' vocabulary learning. A total 60 students from in central China participated experiment, QUAN-qual sequential mixed-method design was used. The results showed that PA-MAR group outperformed NoPedagogical Agent Augmented Reality Application (NPA-MAR) those who learned traditional classroom terms acquisition, motivation, perception technology. qualitative analyses perceived as useful tool for their it improved motivation enjoyment. theoretical practical value is also discussed.

Language: Английский

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Exploring the potential of LLM to enhance teaching plans through teaching simulation

npj Science of Learning, Journal Year: 2025, Volume and Issue: 10(1)

Published: Feb. 6, 2025

The introduction of large language models (LLMs) may change future pedagogical practices. Current research mainly focuses on the use LLMs to tutor students, while exploration LLMs' potential assist teachers is limited. Taking high school mathematics as an example, we propose a method that utilizes enhance quality teaching plans through guiding LLM simulate teacher-student interactions, generate reflections, and subsequently direct refine plan by integrating these process reflections. Human evaluation results show this significantly elevates original generated directly LLM. improved are comparable high-quality ones crafted human across various assessment dimensions knowledge modules. This approach provides pre-class rehearsal simulation ideas for refinement, offering practical evidence widespread application in preparation.

Language: Английский

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How we trust, perceive, and learn from virtual humans: The influence of voice quality

Computers & Education, Journal Year: 2019, Volume and Issue: 146, P. 103756 - 103756

Published: Nov. 15, 2019

Language: Английский

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A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system

Metacognition and Learning, Journal Year: 2023, Volume and Issue: 18(3), P. 659 - 691

Published: May 19, 2023

Language: Английский

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Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(4), P. 1290 - 1308

Published: Jan. 16, 2024

Abstract Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self‐regulated learning (SRL) via prompts and feedback promote monitoring regulation of their cognitive, affective, metacognitive motivational processes achieve (sub)goals. This study examines PAs' effectiveness in scaffolding teaching SRL during with MetaTutor, an ITS on the human circulatory system. Undergraduates ( N = 118) were randomly assigned a condition: Control Condition (i.e. learners could only self‐initiate strategies) Prompt Feedback PAs prompted engage SRL). Learners' log‐file data captured when strategies used, initiator strategy learner PA), relevance instructional content pages relation subgoals. While results showed that effective scaffolders which they more was relevant towards subgoals as time page task increased, there mixed findings about teachers SRL. Findings show how production rules guiding PA can improve across – through contextualizing Practitioner notes What is already known this topic Most struggle efficiently effectively use attain goals There need for be scaffolded manage multiple while complex STEM topics. typically prompt provide feedback. are paper adds We consider not but also Results encouraged subgoals, did discourage relevant. support Learners increasingly depended progressed. Implications practice and/or policy research needed understand role essential progresses. When deploying specific cognitive strategies, should taken into account.

Language: Английский

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