Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective

Abstract

Messaging platforms are applications, generally mediated by an app, desktop program or the web, mainly used for synchronous communication among users. As such, they have been widely adopted officially by higher education establishments, after little or no study of their impact and perception by the teachers. We think that the introduction of these new tools and the opportunities and challenges they have needs to be studied carefully in order to adopt the model, as well as the tool, that is the most adequate for all parties involved. We already studied the perception of these tools by students, in this paper we examine the teachers’ experiences and perceptions through a survey that we validated with peers, and what they think these tools should make or serve so that it enhances students learning and helps them achieve their learning objectives. The survey has been distributed among tertiary education teachers, both in universitary and other kind of tertiary establishments, based in Spain (mainly) and Spanish-speaking countries. We have focused on collecting teachers’ preferences and opinions on the introduction of messaging platforms in their day-to-day work, as well as other services attached to them, such as chatbots. What we intend with this survey is to understand their needs and to gather information about the various educational use cases where these tools could be valuable. In addition, an analysis of how and when teachers’ opinions towards the use of these tools varies across gender, experience, and their discipline of specialization is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.

Modeling Students’ Perceptions of Chatbots in Learning: Integrating Technology Acceptance with the Value-Based Adoption Model

“…Most research studies in the field are of an empirical nature, measuring chatbots effect on several aspects of learning such as motivation [23][24][25], engagement [26,27], interaction [28], academic performance [1,24,29], learning strategies [30], and learning self-efficacy [1] in specific domains such as language learning [31][32][33] and learning programming [34]. Additionally, many studies focus on teachers' acceptance of chatbot utilization in teaching practices [35][36][37][38][39][40]. The teacher's role is vital, but it is not sufficient for the successful adoption of chatbots, as students' acceptance plays the most important role in their adoption and effectiveness.…”