Conversational Support for Education

Akcora, Damla Ezgi; Belli, Andrea; Berardi, Marina; Casola, Stella; Blas, Nicoletta Di; Falletta, Stefano; Faraotti, Alessandro; Lodi, Luca; Díaz, Daniela Nossa; Puppa, Paolo; Renzi, Fabrizio; Vannella, Filippo

doi:10.1007/978-3-319-93846-2_3

Cited by 16 publications

(10 citation statements)

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“…This demonstrates that calculations of future performance based on students' previous assessment scores in the anatomy course provide reasonable and realistic predictions, so students understand the purpose and usefulness of the prediction. By contrast, Akcora et al (2018) describe the development of an AIEd‐based virtual assistant that provides learners with the appropriate use of texts, videos, and topics within an online course, thus providing optimal paths through them. Their work considers the student's background and learning goals; however, it does not use other students' results to train the models, nor does it recommend methods to improve their learning.…”

Section: Discussionmentioning

confidence: 99%

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Castellano,

Contreras‐McKay,

Neyem

et al. 2023

Clinical Anatomy

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Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.

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Section: Discussionmentioning

confidence: 99%

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Castellano,

Contreras‐McKay,

Neyem

et al. 2023

Clinical Anatomy

View full text Add to dashboard Cite

show abstract

“…Ventura et al [15] and Akcora et. al [1] proposed conversational agents as virtual teaching assistants, but their objective was different from ours: indeed, the systems presented in both the works can be defined as tutors whose role is guiding a student while he's consuming the content of an online course, not being assistants that can answer general requests. Also, while Ventura et al already presented preliminary results of the use of their assistant, the system proposed in [1] is only a concept which will require further work.…”

Section: Related Workmentioning

confidence: 96%

Rexy, A Configurable Application for Building Virtual Teaching Assistants

Benedetto

Cremonesi

2019

Lecture Notes in Computer Science

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In recent years, virtual assistants gained a pervasive role in many domains and education was not different from others. However, although some implementation of conversational agents for supporting students have already been presented, they were ad hoc systems, built for specific courses and impossible to generalize. Also, there is a lack of research about the effects that the development of systems capable of interacting with both the students and the professors would have. In this paper, we introduce Rexy, a configurable application that can be used to build virtual teaching assistants for diverse courses, and present the results of a user study carried out using it as a virtual teaching assistant for an on-site course held at Politecnico di Milano. The qualitative analysis of the usage that was made of the assistant and the results of a post study questionnaire the students were asked to fill showed that they see conversational agents as useful tools for helping them in their studies.

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“…For instance, the implementation of chatbots in education has the potential to enhance students' learning experiences and increase satisfaction (Winkler & Söllner, 2018). Chatbots allow teachers to upload information about the course, assignments, and other course requirements to an online platform for easy access by students (Akcora et al, 2018;Yang & Evans, 2019) and maximize student learning abilities and achievement (Clarizia et al, 2018;Murad et al, 2019). Moreover, chatbots support student learning by providing them quick answers to their questions, which can help keep students engaged as a result of this interactive and comfortable learning environment (Adamopoulou & Moussiades, 2020;Molnár & Szüts, 2018).…”

Section: Chatbots In Educationmentioning

confidence: 99%

A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education

Onal,

Kulavuz-Onal

2023

Journal of Educational Technology Systems

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This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT.

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Conversational Support for Education

Cited by 16 publications

References 0 publications

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Rexy, A Configurable Application for Building Virtual Teaching Assistants

A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education

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