Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis

British Journal of Educational Technology, Год журнала: 2023, Номер 55(1), С. 10 - 33

Опубликована: Май 3, 2023

Abstract Artificial intelligence (AI) chatbots are gaining increasing popularity in education. Due to their popularity, many empirical studies have been devoted exploring the effects of AI on students' learning outcomes. The proliferation experimental has highlighted need summarize and synthesize inconsistent findings about However, few reviews focused meta‐analysis present study performed a 24 randomized utilizing Stata software (version 14). main goal current was meta‐analytically examine outcomes moderating educational levels intervention duration. results indicated that had large effect Moreover, greater students higher education, compared those primary education secondary In addition, short interventions were found stronger than long interventions. It could be explained by argument novelty improve interventions, but it worn off Future designers educators should make attempt increase equipping with human‐like avatars, gamification elements emotional intelligence. Practitioner notes What is already known this topic recent years, artificial Studies undertaken so far provided conflicting evidence concerning There remained paucity meta‐analyses synthesizing contradictory paper adds This study, through meta‐analysis, synthesized these moderated Implications for practice and/or policy chatbot better Practitioners teachers draw attention positive negative students. Considering importance ChatGPT, more research required develop understanding ChatGPT More needed mechanisms underlying

Язык: Английский

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A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education

Sustainability, Год журнала: 2023, Номер 15(4), С. 2940 - 2940

Опубликована: Фев. 6, 2023

The development of artificial intelligence in recent years has promoted the use chatbot technology sustainable education. Many studies examined effect chatbots on learning outcomes. However, scant summarized effectiveness aim study is to investigate chatbot-assisted various components and how different moderator variables influenced effectiveness. This study, through a meta-analysis, reviewed 32 empirical with 2201 participants published between 2010 2022. results showed that exerted medium-to-high overall outcomes regardless variables, i.e., intervention duration, roles, content. In terms components, could significantly improve explicit reasoning, achievement, knowledge retention, interest despite negative findings critical thinking, engagement, motivation. Future research expand by including components.

Язык: Английский

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Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology

Computers & Education, Год журнала: 2022, Номер 183, С. 104495 - 104495

Опубликована: Март 12, 2022

This study uses a multimodal data analysis approach to provide more continuous and objective insight into how students' engagement unfolds impacts learning achievements. In this study, 61 nursing processes with virtual reality (VR)-based simulation were captured by psycho-physiological streams of facial expression, eye-tracking, electrodermal activity (EDA) sensors, as well subjective self-reports. Students' achievements evaluated pre- post-test content knowledge test. Overall, while both expression self-report modalities revealed that students experienced significantly higher levels positive than negative emotions, only the channel was able detect fluctuations in during different session phases. Findings point towards VR procedural phase reengaging activity, which induces expressions joy triggers mental effort measured eye tracking EDA metrics. Most importantly, regression demonstrated combination explained 51% Specifically, prior self-reported enthusiasm, lower angry expressions, blink rate, devotion visual fixations irrelevant information, associated demonstrates methodology using channels encompassing types measures, can insights holistic understanding

Язык: Английский

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Metaverse in Education: Contributors, Cooperations, and Research Themes

IEEE Transactions on Learning Technologies, Год журнала: 2023, Номер 16(6), С. 1111 - 1129

Опубликована: Май 19, 2023

Research on Educational Metaverse (Edu-Metaverse) has developed into an active research field. Based 310 academic papers published from 2004 to 2022, this study identifies contributors, scientific cooperations, and themes using bibliometrics, social network analysis, topic modeling, keyword analysis. Results suggest that Edu-Metaverse gained increasing attention in academia since 2019. Countries/affiliations located the same regions are close partners cooperation. By jointly interpreting modeling analysis results, reveals eight main field of Edu-Metaverse: 1) metaverse-based physical education, 2) metaverses-supported simulations for collaborative problem-based learning (PBL) health/medical 3) three-dimensional virtual environment-supported art appreciation creation 4) metaverse-enabled laboratories STEM 5) language 21st-century skill development through metaverse-supported immersive learning, 6) metaverse developing autism children' communication abilities, 7) world gameful experience-based 8) quantitative focusing learners' experience. We also identified challenges directions needing further attention: data security privacy protection, balance between real identities, preparing instructors Edu-Metaverse, assessment higher-order thinking competencies Edu-Metaverse-based PBL. This work helps facilitate researchers' practitioners' understanding raises their awareness frontiers future directions.

Язык: Английский

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A bibliometric analysis of artificial intelligence chatbots in educational contexts

Interactive Technology and Smart Education, Год журнала: 2023, Номер 21(2), С. 189 - 213

Опубликована: Март 27, 2023

Purpose The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing rarely take a perspective to evaluate contexts. This study aims bridge research gap by taking review literature on chatbots. Design/methodology/approach combines bibliometric analysis and citation network analysis: through visualization keyword, authors, organizations countries based clustering. Findings Educational applications are still rising post-COVID-19 learning environments. Popular issues this topic include technological advancements, students’ perception effectiveness different Originating from similar theoretical foundations, primarily applied language education, services (such as information counseling automated grading), health-care education medical training. Diversifying contexts demonstrate specific purposes using but confronted with some common challenges. Multi-faceted factors can influence acceptance education. provides extended framework facilitate extending chatbot Research limitations/implications authors have acknowledge that subjected limitations. First, search was core collection Web Science, which did not studies. Second, only included published English. Third, due limitation expertise, could comprehensively interpret implications reporting advancements. intended establish significance summarizing evaluating perspective. Originality/value identifies publication trends It bridges caused previous neglection treating interconnected whole characteristics. major encouraged further applications. also proposes consider covers three critical components integration when future researchers instructors apply new

Язык: Английский

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A meta‐analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022)

Computer Applications in Engineering Education, Год журнала: 2023, Номер 31(4), С. 1111 - 1131

Опубликована: Апрель 2, 2023

Abstract This study conducts meta‐analytical estimations based on 70 empirical studies regarding inconsistent effect sizes of augmented reality in interactive learning environments. It finds that compared with traditional tools, environments significantly enhances overall effectiveness ( g = 0.717, 95% confidence interval [CI] 0.606–0.827) at the 0.05 level. The moderating analysis (1) students' acceptance technological systems and attitudes toward their courses, (2) comfort, engagement, self‐efficacy, (3) motivations (measured by attention, perceived relevance to objectives, confidence, satisfaction, interest), (4) critical thinking practical skills, (5) knowledge acquisition outcomes (including memorization, retention, application). Interactive has insignificant influences flow experience, collaboration, communication level, while reducing cognitive load findings this may enlighten further educational technologies extend applications education.

Язык: Английский

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Virtual Reality for Emergency Medicine Training in Medical School: Prospective, Large-Cohort Implementation Study

Journal of Medical Internet Research, Год журнала: 2023, Номер 25, С. e43649 - e43649

Опубликована: Янв. 13, 2023

Virtual reality (VR)-based simulation is being increasingly used to train medical students in emergency medicine. However, because the usefulness of VR may depend on various factors, best practices for implementing this technology school curriculum are yet be determined.The overall objective our study was assess perceptions a large cohort toward VR-based training and identify associations between these attitudes individual such as gender age.The authors implemented voluntary, teaching session medicine course at Medical Faculty Tübingen, Germany. Fourth-year were invited participate voluntary basis. Afterward, we asked about their perceptions, collected data assessed test scores achieved by them assessment scenarios. We ordinal regression analysis linear mixed-effects detect impact factors questionnaire answers.A total 129 participated (mean age 24.7, SD 2.9 years; n=51, 39.8% male; n=77, 60.2% female). No student had previously learning, only 4.7% (n=6) prior experience with VR. Most agreed that can convey complex issues quickly (n=117, 91%), useful addition mannequin-based courses (n=114, 88%) or could even replace (n=93, 72%), simulations should also examinations (n=103, 80%). female showed significantly less agreement statements. perceived scenario realistic (n=69, 53%) intuitive (n=62, 48%), relatively lower latter among respondents. found high all participants (n=88, 69%) immersion but strong disagreement 54%) empathy virtual patient. Only 3% (n=4) felt confident regarding content. Responses linguistic aspects largely mixed; however, most English language (not native) scenarios disagreed offered native (female more strongly than male students). would not have real-world context 53%). Although physical symptoms during sessions reported 16% (n=21) respondents, did lead termination simulation. The revealed final influenced gender, age, reality.In study, observed positive attitude assessment. positivity comparatively students, potentially indicating differences need addressed when curriculum. Interestingly, influence scores. Furthermore, confidence content low, which suggests further

Язык: Английский

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Effectiveness of Virtual Reality on Learning Engagement

International Journal of Web-Based Learning and Teaching Technologies, Год журнала: 2023, Номер 19(1), С. 1 - 14

Опубликована: Дек. 15, 2023

With its immersive, interactive, and creative capabilities, virtual reality (VR) has been widely used in educational settings to provide students with challenging real-world experiences. As a result, interest effectiveness grown. The goal of this meta-analysis is examine how VR technology affects students' motivation study. A comprehensive analysis the literature up December 2022 revealed 15 randomized controlled trials or quasi-experimental studies. These studies were also coded moderating effects their features, such as types learner engagement, stages, learning domains, technology, effect knowledge types. results indicate large on student engagement (g=0.85). Furthermore, findings moderator demonstrate that more significant impact cognitive higher education learners, immersive experiences, field art education, procedural learning.

Язык: Английский

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A Bibliometric Analysis of Augmented Reality in Language Learning

Sustainability, Год журнала: 2023, Номер 15(9), С. 7235 - 7235

Опубликована: Апрель 26, 2023

As an emerging technology, augmented reality has been increasingly entering the educational field. Previous studies of AR are strongly associated with scientific education but lack mention language learning. This study aimed to analyze use tools in learning contexts using bibliometric VOSviewer and CitNetExplorer both qualitative quantitative research methods. analyzed top ten authors, sources, countries, organizations established citation networks CitNetExplorer. The found that teachers students showed a positive attitude toward Games, 3D images, videos main ways instantiate virtual elements into real world, most widely used tool AR-assisted was HP Reveal. Moreover, also could enhance by presenting immersive context, increasing motivation, providing interaction, reducing anxiety. Future will contribute how influence students’ performance teachers’ teaching activities.

Язык: Английский

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Meta‐analyses of anxiety, motivation, performance, satisfaction, and self‐efficacy in virtual reality‐assisted language education

Foreign Language Annals, Год журнала: 2024, Номер 57(2), С. 550 - 580

Опубликована: Янв. 22, 2024

Abstract The popularity of virtual reality (VR) technologies has increased since the onset COVID‐19 pandemic. However, there is a paucity meta‐analytic studies that have investigated use VR in language education. This current study addresses this gap by conducting systematic analysis 41 randomized controlled conducted between 2008 and 2021, examining effects on educational outcomes. findings indicate reduce anxiety levels while enhancing motivation, performance, satisfaction, self‐efficacy learning when compared to traditional methods. These outcomes are observed regardless whether learners engage with immersive or nonimmersive environments they head‐mounted displays nonhead‐mounted displays. Future research can investigate impact intercultural communicative competence collaborative problem‐solving abilities.

Язык: Английский

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