AI and robotics in reshaping the dynamics of learning

Yueh, Hsiu-Ping; Chiang, Feng‐Kuang

doi:10.1111/bjet.13017

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…This helped to bridge students' learning gaps in subjects that had not yet been mastered, thus building confidence in Bashayer's potential to support learning performance. The students were thus motivated by this learning environment that they considered important and of great benefit, which was as advocated by the learning-based chatbot technology of many studies (Pereira et al, 2019 ; Yueh and Chiang, 2020 ; Kumar, 2021 ; Chang et al, 2022 ; Troussas et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…The present study and its findings have yielded several important implications. The results imply that chatbot system designers should focus on providing students with customized, personalized learning environments (Cunningham-Nelson et al, 2019 ; Bezverhny et al, 2020 ; Krouska et al, 2020 ; Yueh and Chiang, 2020 ). The more meaningful the learning environment is for students, the more motivated to learn, and the more involved in learning activities, they will be (Fryer et al, 2019 ; Yin et al, 2021 ).…”

Section: Implications Limitations and Future Workmentioning

confidence: 99%

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Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies

2023

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Since the fourth industrial revolution, intelligent software and applications that attempt to mimic human behavior have become increasingly common. The chatbot is an example of an artificial intelligence-based computer program that simulates human behavior by having a conversation and interacting with users using natural language. The implementation of chatbot technology in the educational context is still in its nascent stage, and further investigation into measuring its effectiveness in supporting learning and teaching processes is required, particularly in the context of higher education. Thus, this study presents the design and implementation of a task-oriented chatbot, that is embedded into the WhatsApp application, called Bashayer. It aims at supporting postgraduate students' motivation and learning strategies in Saudi Arabia. A quasi-experimental design with a single-subject experimental approach was adopted with a sample of 60 Saudi postgraduate students. The descriptive analysis of the collected data showed promising results of postgraduate students utilized the Bashayer chatbot system. Participants in the experimental group that used Bashayer were more motivated to learn than those in the control group. Participants also practiced more cognitive and metacognitive learning strategies while utilizing the chatbot compared to the control group. The results of this study are encouraging for the development of chatbot systems similar to Bashayer to support postgraduate students' successful learning. These results contribute to bridging the research gap and adding to the literature on chatbots use in postgraduate educational contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Implications Limitations and Future Workmentioning

confidence: 99%

Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies

2023

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“…The policy-driven dependence on educational activities makes the environment that creates technological innovation in education often come from the administrative system [1]. In other words, technological innovation in teaching comes from the improvement of the quality of policy provision, and in particular, there is a need to enhance the scientific nature of the policy and decision-making process [2].…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Role of Educational Policies in Promoting Educational Technological Innovation and Policy Networks

Zou

2024

Applied Mathematics and Nonlinear Sciences

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Adopting the policy network as a theoretical framework, this study constructs an educational policy network based on Roots’ theoretical model. It analyzes the roles and actions of actors within this network, as well as their interactions. Using a structural model, the research employs quantitative methods and empirical analysis to investigate the deployment of policy tools by the intergovernmental network in fostering educational technology innovation. Furthermore, this paper examines the influence of educational policies on promoting technological innovation in pedagogy through an empirical investigation of policy texts from 12 pilot zones dedicated to educational technology innovation. The results show that environment-based policy tools are used most frequently (62.67%), supply-based policy tools (24.26%), and demand-based policy tools (13.07%) are underused, and there are problems of imbalance, generalization, insufficiency, and shortsightedness in the use of tools. In the model hypotheses, performance expectations (P=0.032), enabling conditions (P=0.014), and incentive policies (P=0.009) have a significant effect on teachers’ behavioral intention to engage in 1+X pedagogical technology innovation. In summary, this paper successfully analyzes the use of policy tools in the policy network and concludes that incentive policies can drive innovation in educational technology.

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“…If modern in Pakistan must teach the students in the modern world, he/she must have to learn the use of new technology and get well equipped with modern gadgets to perform well in teaching learning process (Kaplon-Schilis & Lyublinskaya, 2020). Yueh & Chiang (2020) revealed that the technology used in the educational may be simple board or robot, its main aim is to facilitate the teacher to teach in the classroom. It is very important to understand the integrative role and relationship between the content or subject matter and the cognitive level of the students.…”

Section: Introductionmentioning

confidence: 99%

Performance Based Professional Development of in-Service Teachers

Rizwan¹

2021

PJER

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Developing countries all over the world are struggling to improve their education system to achieve sustainable development standards. Pakistan being a developing country is no different; the two major issues related to education are quality and quantity and both are imperative in our current situation where we are up against the challenges of low literacy and poor quality of education. The government has taken up the challenge of low quality of education by investing in teacher education in the form of various reforms which are designed to enhance the teaching quality and provide standards of acceptability across the country. In this regard professional standards in 2009 were launched across the country for teachers. The latest concept of teaching is no more transfer of knowledge rather it is the transformation of knowledge in an organized manner. This organized knowledge transformation requires detailed planning and multiple strategies of delivery; this concept took the fourth place in the professional standards as “Instructional Planning and Strategies”. This standard has three dimensions one of which is “Performance” with eight indicators that can be used to measure this dimension. This article focuses on the performance of in-service teachers teaching at secondary level gauged on the defined indicators of performance in instructional planning & strategies stated in the professional standards. The population was teachers already teaching at secondary level from all the four provinces and Islamabad, according to multistage sampling technique 400 teachers were selected and further their 80 head teachers were also included for the purpose of triangulation. The findings showed that currently in-service teachers required training at varying degree on all the indicators of performance which provided the basis for priority wise training recommendations according to the defined indicators. The challenge of quality teaching in the country can be addressed if the teachers perform according to the prescribed standards.

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AI and robotics in reshaping the dynamics of learning

Cited by 7 publications

References 11 publications

Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies

Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies

Analysis of the Role of Educational Policies in Promoting Educational Technological Innovation and Policy Networks

Performance Based Professional Development of in-Service Teachers

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