A Pilot Study Integrating an AI-driven Chatbot in an Introductory Programming Course

Verleger, Matthew; Pembridge, James J.

doi:10.1109/fie.2018.8659282

Cited by 52 publications

(33 citation statements)

References 8 publications

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“…Examples include Rexy (Benedetto & Cremonesi, 2019), which helps students enroll in Fig. 4 The fields of the chatbots in the selected articles (Griol et al, 2011;Latham et al, 2011;Tegos et al, 2015;Benotti et al, 2017;Clarizia et al, 2018;Coronado et al, 2018;Verleger & Pembridge, 2018;Ondáš et al, 2019;Lee et al, 2020;Qin et al, 2020;Winkler et al, 2020;Daud et al, 2020) General 10 (Redondo-Hernández & Pérez-Marín, 2011;Song et al, 2017;Schouten et al, 2017;Benedetto & Cremonesi, 2019;Janati et al, 2020;Tegos et al, 2020;Villegas-Ch et al, 2020;Zedadra et al, 2014;da Silva Oliveira et al, 2019) Language 6…”

Section: Rq2: What Platforms Do the Proposed Chatbots Operate On?mentioning

confidence: 99%

“…Peer agents Most peer agent chatbots allowed students to ask for specific help on demand. For instance, the chatbots discussed in (Clarizia et al, 2018;Lee et al, 2020) allowed students to look up specific terms or concepts, while the peer agents in (Verleger & Pembridge, 2018;da Silva Oliveira et al, 2019;Mendez et al, 2020) were based on a Question and Answer (Q&A) database, and as such answered specific questions. Other peer agents provide more advanced assistance.…”

Section: Teaching Agentsmentioning

confidence: 99%

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Interacting with educational chatbots: A systematic review

et al. 2022

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Chatbots hold the promise of revolutionizing education by engaging learners, personalizing learning activities, supporting educators, and developing deep insight into learners’ behavior. However, there is a lack of studies that analyze the recent evidence-based chatbot-learner interaction design techniques applied in education. This study presents a systematic review of 36 papers to understand, compare, and reflect on recent attempts to utilize chatbots in education using seven dimensions: educational field, platform, design principles, the role of chatbots, interaction styles, evidence, and limitations. The results show that the chatbots were mainly designed on a web platform to teach computer science, language, general education, and a few other fields such as engineering and mathematics. Further, more than half of the chatbots were used as teaching agents, while more than a third were peer agents. Most of the chatbots used a predetermined conversational path, and more than a quarter utilized a personalized learning approach that catered to students’ learning needs, while other chatbots used experiential and collaborative learning besides other design principles. Moreover, more than a third of the chatbots were evaluated with experiments, and the results primarily point to improved learning and subjective satisfaction. Challenges and limitations include inadequate or insufficient dataset training and a lack of reliance on usability heuristics. Future studies should explore the effect of chatbot personality and localization on subjective satisfaction and learning effectiveness.

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Section: Rq2: What Platforms Do the Proposed Chatbots Operate On?mentioning

confidence: 99%

Section: Teaching Agentsmentioning

confidence: 99%

Interacting with educational chatbots: A systematic review

et al. 2022

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“…Another area where chatbot learning works is in distance learning [39], where there is no time limitation to asking and answering questions. EduBot [70] has been put into practice in an introductory programming course, where it was used as an assistant in the development of a MA-TLAB internship; with the positive outcome, the authors concluded that there is great promise for chatbots in teaching. In all these cases, the chatbots have been used as assistants, with their principal function been mainly to support on certain tasks.…”

Section: Questionmentioning

confidence: 99%

“…The most common answer to this question is the use of questionnaires to assess the students' perception when assessing their learning with these tools. Verleger and Pembridge [70], for example, used questionnaires for this purpose. In other cases, the percentage of answers given by the chatbot that are considered correct is obtained to evaluate the effectiveness of the chatbot [54].…”

Section: And What Do the Teachers Think?mentioning

confidence: 99%

Rediscovering the use of chatbots in education: A systematic literature review

Pérez

Daradoumis

Puig

2020

Comp Applic In Engineering

242

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Chatbots have been around for years and have been used in many areas such as medicine or commerce. Our focus is on the development and current uses of chatbots in the field of education, where they can function as service assistants or as educational agents. In this research paper, we attempt to make a systematic review of the literature on educational chatbots that address various issues. From 485 sources, 80 studies on chatbots and their application in education were selected through a step-by-step procedure based on the guidelines of the PRISMA framework, using a set of predefined criteria. The results obtained demonstrate the existence of different types of educational chatbots currently in use that affect student learning or improve services in various areas. This paper also examines the type of technology used to unravel the learning outcome that can be obtained from each type of chatbots. Finally, our results identify instances where a chatbot can assist in learning under conditions similar to those of a human tutor, while exploring other possibilities and techniques for assessing the quality of chatbots. Our analysis details these findings and can provide a solid framework for research and development of chatbots for the educational field.

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“…Some works have been conducted to support both online and mobile learning: For example, some chatbots have been created as intelligent tutors to teach foreign languages, such as English [7]. Verleger and Pembridge have created a chatbot to teach computer programming language [8]. Lee and Fu have used chatbots to support peer assessment [9].…”

Section: Related Workmentioning

confidence: 99%