Adoption of Chatbots for Learning among University Students: Role of Perceived Convenience and Enhanced Performance

Malik, Reena; Shrama, Ambuj; Trivedi, Sonal; Mishra, Rikkee

doi:10.3991/ijet.v16i18.24315

Cited by 51 publications

(27 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Al Shamsi et al (2022) found that perceived usefulness was strongly positively correlated with the behavioural intention to use AI voice assistants. Malik et al (2021) found student perceptions of chatbots (eg, perceived convenience, ease of use) positively affected their intentions to use the technology in their learning. Gado et al (2021) focused on the KAP model and suggested that students were able to learn about AI when they felt in control (autonomy) and capable of using AI (competence).…”

Section: Literature Reviewmentioning

confidence: 99%

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

Xia

Chiu

Chai

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

Xia

Chiu

Chai

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…This finding can then be considered to have supported that integration of CALL and chatbot will improve students' outcomes (Shawar, 2017). In addition, students can use chatbots at universities to help them learn more effectively (Malik et al, 2021).…”

Section: Students' Grammar Achievementmentioning

confidence: 86%

Integrating Technology in Online Learning Based on Computer-Mediated Communication Artificial Intelligence to Improve Students’ Achievement

2022

JHETP

View full text Add to dashboard Cite

The growing percentage of fully online classes has highlighted the necessity to explore Computer-Mediated Communication Artificial Intelligence (CMC AI) in English language class. This study aimed to investigate students' achievement and perceptions in English grammar class. It used a mix-method approach. The participants of the study were the undergraduate students of the English Education Department. The result of the pre-test mean score was 69.07, while the post-test mean score was in Test Statistics of Wilcoxon Signed Ranks Test shows 0.000, which is lower than 0.05. Therefore, there was a significant improvement difference of the scores of the students before and after being taught by using CMC AI. The interview and questionnaire data showed students' overall positive perceptions toward the use of CMC AI within the English grammar class. The students mentioned their positive perceptions that CMC AI can improve autonomous and fun learning. It can also be used anytime and anywhere as a private tutor and partner, challenging and enhancing resources in learning English language.

show abstract

“…IGS (Malik et al, 2021) The lack of tools causes low performance in students in a virtual environment with respect to a second language.…”

Section: Vla (Uceda Et Al 2021)mentioning

confidence: 99%

Application of the Chatbot in University Education: A Systematic Review on the Acceptance and Impact on Learning

Chamorro-Atalaya,

Huarcaya-Godoy,

Durán-Herrera

et al. 2023

IJLTER

View full text Add to dashboard Cite

During the pandemic, many students faced significant challenges due to the abrupt transition to online learning and the lack of direct interaction with each other and with teachers. Therefore, it is relevant to study the contribution of conversational agents or chatbots in university education. This article aims to identify and describe the acceptance of the use of the chatbot and its impact on learning in university education, in the context of COVID-19. A systematic review was employed using a mixed-method approach with of the aim to explore the reasons behind the use of chatbots in university education to solve problems related to the lack of student interaction, motivation, as well as the lack of teaching tools and strategies. It was also identified that the criteria used to evaluate the acceptance of the use of a chatbot are design, interface and responsiveness. Finally, chatbots generated a positive impact on learning, evidenced not only in the improvement of academic performance but also in the interaction between students and teachers. The study concluded that the acceptance of the use of a chatbot and the positive impact generated on learning in university education during the context of COVID-19, will, in the current post-pandemic scenario, lead to the implementation of artificial intelligence tools such as the chatbot to traditional educational environments, transforming the way in which teaching and learning are taught, providing new opportunities for educational growth, under a more flexible and personalised learning.

show abstract

Adoption of Chatbots for Learning among University Students: Role of Perceived Convenience and Enhanced Performance

Cited by 51 publications

References 49 publications

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

Integrating Technology in Online Learning Based on Computer-Mediated Communication Artificial Intelligence to Improve Students’ Achievement

Application of the Chatbot in University Education: A Systematic Review on the Acceptance and Impact on Learning

Contact Info

Product

Resources

About