A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance

Abstract

ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

Chatbot application in a 5th grade science course

“…According to the related literature, since there were no teaching applications related to chatbots in science courses, the results obtained from this study were discussed by comparing them with the results of chatbot applications used in other courses, e-learning, mobile learning, and augmented reality. According to the literature, the chatbot developed for students to learn languages significantly improved the students’ learning success, and the results were better than what has been achieved in the classroom thanks to its ability to provide an individualized environment (Chen et al, 2020 ). In another study conducted to teach programming, a positive significant difference was observed in the germane load and sub-cognitive layer outputs of students using chatbots (Abbasi et al, 2019 ).…”

“…According to Winkler and Söllner ( 2018 ), chatbots, have the potential to compensate for inadequate individual support from instructors for a variety of reasons, which include enabling the student to progress at their own pace, increasing the quality of the learning process and providing individual solution that can be applied proactively to increase learning outcomes. Chatbots that support students individually are spreading rapidly in the field of education (Arruda et al, 2019 ; Chen et al, 2020 ; Haller et al, 2005 ; Nghi et al, 2019 ). Moreover, Grudin and Jacques ( 2019 ) state that chatbots are one appropriate learning method for students to repeat their knowledge of previous topics and can be used to collect feedback about a course.…”

“…Chen et al ( 2020 ) determined that the chatbot they developed to teach Chinese significantly increased students’ learning success and due to creating an individualized environment could lead to better results than could be achieved in the classroom. Abbasi et al ( 2019 ) compared an android-based chatbot application designed to teach object-oriented programming and traditional search engine applications.…”

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

“…Smutny and Schreiberova ( 2020 ), Wang et al ( 2021 ), and Winkler and Söllner ( 2018 ) added that the current domain of research in educational chatbots (EC) has been focusing on language learning (Vázquez-Cano et al, 2021 ), economics, medical education, and programming courses. Henceforth, it is undeniable that the role of EC, while not been widely explored outside these contexts (Schmulian & Coetzee, 2019 ; Smutny & Schreiberova, 2020 ) due to being in the introductory stages (Chen et al, 2020 ), are also constrained with limited pedagogical examples in the educational context (Stathakarou et al, 2020 ). Nevertheless, while this absence is inevitable, it also provides a potential for exploring innovations in educational technology across disciplines (Wang et al, 2021 ).…”

Useful chatbot experience provides technological satisfaction: An emerging market perspective

“…The technology acceptance model has been successfully applied in several chatbot studies: its influence on behavioural intention (Rese, Ganster & Baier 2020), its impact on chatbots enhancing job performance in Indonesia's hotel industry (Gunawan, Putri & Meidia 2020) and its influence on chatbots' effectiveness in a learning environment in China (Chen, Widarso & Sutrisno 2020). Notwithstanding, no evidence in current literature could be found of studies investigating all the TAM's antecedence (PEOU, PU, PP) and their direct influence on chatbot experiences.…”