Cognitive services to improve user experience in searching for academic information based on chatbot

Mamani, Jhon Rodrigo Carrizales; Alamo, Yelithza Janerth Ramirez; Armas-Aguirre, Jimmy; Toledo, Elizabeth E. Grandon

doi:10.1109/intercon.2019.8853572

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…Most participants had prior experience of interacting with CUIs, using text or combination of speech and text (Table 2). The devices mostly utilised by students in their interactions included laptops (18), mobile phones (14), tablet (10) and desktop computer (6) with a predominance of Microsoft Windows (20) and equal use of Android and Apple's iOS (10). Google Chrome was the most extended browser (15) followed by Internet Explorer and Edge (9).…”

Section: Samplementioning

confidence: 99%

“…There is little research to date that explores how to design CUIs to be accessible and usable [12]. When reviewing similar evaluation processes in the literature, several authors have explored the potential of UX in CUIs in a range of domains such as industry [13], home devices [14], providing IT support [15] or educational experiences [16][17][18]. Other researchers have explored the comparison between CUIs and proposed frameworks [19][20][21].…”

Section: Introductionmentioning

confidence: 99%

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Implementing an accessible conversational user interface

Iniesto

Coughlan

Lister

2021

Proceedings of the 18th International Web for All Conference

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In the ADMINS (Assistants for the Disclosure and Management of Information about Needs and Support) project, we have implemented a virtual assistant which is designed to enable students to disclose disabilities and to provide guidance and suggestions about appropriate accessible support. ADMINS explores the potential of conversational user interfaces (CUIs) to reduce administrative burden and improve outcomes, by replacing static forms with written and spoken dialogue. For the beta version of the assistant, we have carried out a trial to evaluate its accessibility and user experience (UX). Following the project's participatory-design approach, the trial sample included university students with accessibility needs and disability support advisors for its evaluation. The results included both qualitative and quantitative feedback from the participants (students and advisors) which helped to identify accessibility and UX barriers for improving the assistant's design in the next stages of the project.

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Section: Samplementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing an accessible conversational user interface

Iniesto

Coughlan

Lister

2021

Proceedings of the 18th International Web for All Conference

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“…In this study, we are aiming to apply chatbot designs as an artefact to improve the educational experience because chatbots are used in numerous industries, such as in e-commerce, healthcare, service providers and business (Mamani et al, 2019), (Pricilla et al, 2018), (Chung et al, 2020). A chatbot constantly being defined as a virtual assistant that provides a group of questions and answers much quicker than a human representative would in a phone queue or an email exchange (Zumstein & Hundertmark, 2018).…”

Section: Interaction Characteristicsmentioning

confidence: 99%

“…The rapid pace in technological change has a direct impact on the relationship between the instructor and students, as well as the design of e-learning supporting user interfaces tools (Mamani et al, 2019). For instance, students lose motivation during the teacher's efforts to deliver the planned activity since they are unable to "be present" when students may require assistance with learning (Coman et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Students regularly experience feelings of confusion and loneliness due to the physical absence of their classmates and their inability to correctly answer the questions asked during lessons (Mitral et al, 2019). Multiple studies have shown that supporting tools or software are a significant advancement in the field of e-learning, emerging as the most innovative solution for bridging the gap between technology and education (Mamani et al, 2019;Mitral et al, 2019;Ramachandiran & Jomhari, 2015). Hadiana emphasised that the "usability" aspect must be the main key in designing an e-learning module and user interface.…”

Section: Introductionmentioning

confidence: 99%

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A conceptual model for e-learning supporting tools design based on cue model and Kansei engineering

Mat Razali,

Mohd Noor,

Malizan

et al. 2022

9th International Conference on Kansei Engineering and Emotion Research. KEER2022. Proceedings

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The Covid-19 pandemic has triggered changes in learning due to the practice of social distancing to curb the spread of the virus. E-learning platforms have become the main platform for learning throughout the pandemic. However, e-learning does have challenges when it comes to ensuring student’s optimum participation throughout the learning experience that require extensive research about techniques and methods for an optimum e-learning experience. This includes various e-learning supporting tools that provides easy communication and immediate assistance to enhance user experience. The supporting tools or software usability and functionality design determined as imperative in enhancing the e-learning user experience. Thus, this research proposes a conceptual model for designing the e-learning supporting tools based on the CUE Model, integrated with Kansei Engineering for optimum user experience that can serve as a guideline for the e-learning supporting tools designer. The outcome of this research will create new research fields that incorporate multiple domains, including the e-learning domain, software and supporting tools design, emotions and user experience.

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