Chatbot to Increase the Effectiveness of the «Flipped Classroom» Technology

Varnavsky, Alexander N.

doi:10.1109/tele55498.2022.9801001

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…Varnavsky (2022) [21] Demonstrates a transformational approach to the "Flipped Classroom" teaching style, employing a Telegram chatbot to improve student engagement with course materials and evaluations, appealing to educators and researchers looking for increased efficiency.…”

Section: Authors Focusmentioning

confidence: 99%

Enhancing Work Productivity through Generative Artificial Intelligence: A Comprehensive Literature Review

Al Naqbi,

Bahroun,

Ahmed

2024

Sustainability

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In this review, utilizing the PRISMA methodology, a comprehensive analysis of the use of Generative Artificial Intelligence (GAI) across diverse professional sectors is presented, drawing from 159 selected research publications. This study provides an insightful overview of the impact of GAI on enhancing institutional performance and work productivity, with a specific focus on sectors including academia, research, technology, communications, agriculture, government, and business. It highlights the critical role of GAI in navigating AI challenges, ethical considerations, and the importance of analytical thinking in these domains. The research conducts a detailed content analysis, uncovering significant trends and gaps in current GAI applications and projecting future prospects. A key aspect of this study is the bibliometric analysis, which identifies dominant tools like Chatbots and Conversational Agents, notably ChatGPT, as central to GAI’s evolution. The findings indicate a robust and accelerating trend in GAI research, expected to continue through 2024 and beyond. Additionally, this study points to potential future research directions, emphasizing the need for improved GAI design and strategic long-term planning, particularly in assessing its impact on user experience across various professional fields.

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Section: Authors Focusmentioning

confidence: 99%

Enhancing Work Productivity through Generative Artificial Intelligence: A Comprehensive Literature Review

Al Naqbi,

Bahroun,

Ahmed

2024

Sustainability

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“…Researchers in other studies built their own chatbots for flipped learning. For example, Varnavsky (2022) Consistent with Wollny et al (2021), the chatbots involved in the reviewed studies could be classified into three categories as…”

Section: Study Selection and Characteristics Of The Included Articlesmentioning

confidence: 99%

“…• Learning chatbot (N = 9): The chatbots in all reviewed studies were used to facilitate students' out-of-class learning. They could provide real-time feedback on student performance (Gonda and Chu, 2019;Huang et al, 2019;Hew et al, 2021bHew et al, , 2023Li et al, 2021), answer students' questions (Gonda and Chu, 2019;Huang et al, 2019;Ito et al, 2021;Varnavsky, 2022), and allow students to practice their English speaking (Lin and Mubarok, 2021;Timpe-Laughlin et al, 2022).…”

Section: Criterion Inclusion Exclusionmentioning

confidence: 99%

“…• Improved students' class preparation (N = 3): The use of chatbots sending reminders to students led to a significant decrease in the percentage of students who did not read pre-class materials (Varnavsky, 2022). Li et al (2021) found that around 90% of their students completed their pre-class quizzes within 3 days with messages pushed in their chatbots.…”

Section: Criterion Inclusion Exclusionmentioning

confidence: 99%

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A review of integrating AI-based chatbots into flipped learning: new possibilities and challenges

Hew

2023

Front. Educ.

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This mini review examines the emerging concept of integrating AI-based chatbots into flipped learning and its potential to enhance students’ learning experience. We investigate the design and practice of chatbot-supported flipped learning, as well as the benefits and challenges associated with this approach. Despite an extensive database search, only 10 empirical articles were found, indicating that this cutting-edge research topic requires further exploration. The findings of this review suggest that this emerging instructional approach could result in benefits such as increased student interaction with learning content, improved class preparation, and data-driven teaching and learning. However, potential challenges included limited technical functionality, lacking authenticity, and insufficient student motivation. The review offers insights into future research and development to advance the knowledge and practice of integrating AI chatbots into flipped learning.

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“…The use of chatbots in a flipped learning context is still in its infancy, and there needs to be more research on the topic. However, some studies have suggested that chatbots can support the critical principles of flipped learning, such as active learning and student-centered instruction (Diwanji et al, 2018;Varnavsky, 2022). For example, chatbots can provide personalized support for students outside of class, facilitate group discussions and collaborations, and provide feedback and assessment on student work.…”

Section: Introductionmentioning

confidence: 99%

Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration

Baskara

2023

IJORER Int. J. Recent Educ. Res.

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Objective: This paper explored the relationship between chatbots and flipped learning in an educational setting. It also identifies the benefits and drawbacks of using chatbots in a flipped learning context and the ethical and privacy concerns related to their use. Method: The study utilized a theoretical analysis approach, which included a comprehensive review of relevant literature from Scopus and World of Science databases. The data collected from the literature review was analyzed using a qualitative approach. Results: The study found that chatbots can potentially enhance student engagement and learning outcomes in a flipped learning context by providing personalized support, facilitating group discussions and collaborations, providing feedback and assessment on student work, supporting self-directed learning, and enhancing student engagement and motivation. However, using chatbots in a flipped learning context also raises ethical and privacy concerns, including data privacy, data security, and student anonymity. Novelty: Contributes to the existing research on using chatbots in education by providing insights into the potential benefits and drawbacks of using chatbots in a flipped learning context. The study highlights the importance of considering the ethical and privacy concerns and the future potential of chatbots in a flipped learning context and proposes future research directions.

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Chatbot to Increase the Effectiveness of the «Flipped Classroom» Technology

Cited by 6 publications

References 27 publications

Enhancing Work Productivity through Generative Artificial Intelligence: A Comprehensive Literature Review

Enhancing Work Productivity through Generative Artificial Intelligence: A Comprehensive Literature Review

A review of integrating AI-based chatbots into flipped learning: new possibilities and challenges

Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration

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