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Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success

Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support... In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. In this two study project, we conducted a chatbot-guided interview with 215 undergraduate students to understand student attitudes regarding the potential benefits and challenges of using chatbots as intelligent student assistants. Our findings revealed the potential for chatbots to help students learn basic content in a responsive, interactive, and confidential way. Findings also provided insights into student learning needs which we then used to design and develop a new, experimental chatbot assistant to teach basic AI concepts to 195 students. Results of this second study suggest chatbots can be engaging and responsive conversational learning tools for teaching basic concepts and for providing educational resources. Herein, we provide the results of both studies and discuss possible promising opportunities and ethical implications of using chatbots to support inclusive learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information Systems Frontiers Springer Journals

Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success

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References (82)

Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022
ISSN
1387-3326
eISSN
1572-9419
DOI
10.1007/s10796-022-10291-4
Publisher site
See Article on Publisher Site

Abstract

In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. In this two study project, we conducted a chatbot-guided interview with 215 undergraduate students to understand student attitudes regarding the potential benefits and challenges of using chatbots as intelligent student assistants. Our findings revealed the potential for chatbots to help students learn basic content in a responsive, interactive, and confidential way. Findings also provided insights into student learning needs which we then used to design and develop a new, experimental chatbot assistant to teach basic AI concepts to 195 students. Results of this second study suggest chatbots can be engaging and responsive conversational learning tools for teaching basic concepts and for providing educational resources. Herein, we provide the results of both studies and discuss possible promising opportunities and ethical implications of using chatbots to support inclusive learning.

Journal

Information Systems Frontiers – Springer Journals

Published: Feb 1, 2023

Keywords: Conversational agents; Chatbots; Higher education; Inclusive learning

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