Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review

Smart Learning Environments, Journal Year: 2025, Volume and Issue: 12(1)

Published: March 10, 2025

Abstract Artificial Intelligence (AI) chatbots, with their ability to engage in conversations that resemble human interactions, have been increasingly applied language teaching. Most recent review studies overlook student learning outcomes and the methods achieve these chatbot-supported learning. Activity Theory (AT) offers a framework of elements functions inside an activity system accomplish desired objectives. This systematic study intends specify setting explain how various factors such as rules, tools, division labor work together enhance this environment. included 37 papers published from January 2014 2025. The findings provide two empirical contributions: four types use AT-based approaches outcomes. Additionally, practical suggestions are made: creating instructional design models for teacher-AI collaboration chatbot-assisted developing professional AI chatbots education. Furthermore, five research directions proposed: chatbot agentic outcomes, out-of-school context, human-chatbot collaborations, K-12 education setting. indicate AT assist students leaning effectively chatbots.

Language: Английский

Giving Away the Immersive L2 Learning Experiences in GenAI‐Mediated Contexts: The Contributions of Cognitive and Affective Factors

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(2)

Published: March 23, 2025

ABSTRACT Immersive learning plays a crucial role in effective second language (L2) acquisition, but many learners face limited opportunities to interact with native speakers. While existing research highlights the importance of immersion L2 learning, there is still gap understanding how Generative AI (GenAI) can provide greater access such immersive environments. This study aims address this by exploring factors influencing GenAI‐mediated learning. Drawing upon cognitive‐affective model control‐value theory, and technology acceptance model, examined impact cognitive (e.g., perceived ease use usefulness) affective enjoyment boredom) on immersion, using sample 460 Chinese college learners. Structural equation modelling Amos 24 was applied analyse data, yielding several key findings. (i) Perceived positively predicted usefulness had no direct effect or boredom. (ii) influenced while negatively affecting (iii) Enjoyment positive predictor whereas boredom significant effect. (iv) Mediation analysis revealed that indirectly through not combination usefulness. The concludes implications for practice suggestions future research.

Language: Английский