Correction to: Designing learning technology collaboratively: Analysis of a chatbot co‑design

Durall, Eva; Martins, Ludmila; Fernández-Ferrer, Maite

doi:10.1007/s10639-022-11388-8

Cited by 3 publications

(3 citation statements)

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“…Las herramientas de inteligencia artificial como los chatbots debido a su forma de interactuar con los humanos, han generado que se requiera habilidades tecnológicas que ellas demandan [66], como aprender a preguntar de manera precisa y a brindar contexto, así mismo se requieren de capacitaciones sobre su funcionamiento y sus limitaciones [67], [68]. Aprender el funcionamiento de los chatbots puede ayudar a definir sus usos en los entornos educativos [69], [70]. De la información revisada se encontraron varios limitantes, pero no se encontró información que permitiera comprender en detalle qué mecanismos usan para generar sus respuestas.…”

Section: Discussionunclassified

ChatGPT en la educación: un enfoque bibliométrico de la integración de sistemas de Chatbots en los procesos educativos

Reyes-Moreno,

Londoño-Gallego,

Andrade-Martelo

et al. 2023

AiBi Revista de Investigación, Administración e Ingeniería

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En este artículo de revisión bibliográfica se examina la integración de sistemas de chatbot, como ChatGPT, en los procesos educativos. Se utilizó un enfoque mixto de tipo analítico tomando como muestra inicial 360 documentos de revistas indexadas, de los cuales se filtraron y seleccionaron 92. Para el análisis cuantitativo, se llevó a cabo un estudio bibliométrico utilizando el software VOSviewer para identificar la frecuencia de las palabras clave, conceptos más destacados, citación de los documentos y coautoría entre países. Para el análisis cualitativo se realizó la lectura de documentos que cumplieran con los criterios de inclusión y exclusión establecidos. La discusión de los resultados se abordó con relación a las dimensiones de la matriz de análisis en cuanto a controversias, retos e implicaciones de ChatGPT y sus limitaciones, oportunidades y sugerencias en el contexto educativo orientadas a los docentes y estudiantes. En conclusión, se destaca el impacto de las herramientas de chatbot basadas en inteligencia artificial y su potencial en la educación del futuro.

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Section: Discussionunclassified

ChatGPT en la educación: un enfoque bibliométrico de la integración de sistemas de Chatbots en los procesos educativos

Reyes-Moreno,

Londoño-Gallego,

Andrade-Martelo

et al. 2023

AiBi Revista de Investigación, Administración e Ingeniería

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“…Chatbots are computer programs designed to simulate human conversation to answer questions, provide customer service, and complete tasks [ 6 , 7 ]. They are often integrated into messaging services, smartphone apps, and websites.…”

Section: How Do Chatbots Work?mentioning

confidence: 99%

ChatGPT, GPT-4, and Other Large Language Models: The Next Revolution for Clinical Microbiology?

Egli

2023

Clinical Infectious Diseases

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ChatGPT, GPT-4, and Bard are highly advanced natural language process (NLP)-based computer programmes (chatbots) that simulate and process human conversation in written or spoken form. Recently released by the company OpenAI, ChatGPT was trained on billions of unknown text elements (tokens) and rapidly gained wide attention for its ability to respond to questions in an articulate manner across a wide range of knowledge domains. These potentially disruptive large language model (LLM) technologies have a broad range of conceivable applications in medicine and medical microbiology. In this opinion article, I will describe how chatbot technologies work and discuss the strength and weaknesses of ChatGPT, GPT-4, and other LLMs for applications in the routine diagnostic laboratory, focussing on various use cases for the pre- to post-analytical process.

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“…Thus, participatory design leads to better outcomes in the form of the chatbot itself while at the same time developing students' specific competencies and knowledge. Hew et al [49] point out that poor student engagement in online learning is still problematic, and they see a chatbot acting as a friend of learners as one possible solution. Sriwisathiyakun and Dhamanitayakul [50] talk about the chatbot being an educational tool that has a natural feel and, at the same time, is associated with minimal barriers, allowing it to be used for competencybased learning.…”

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confidence: 99%

Educational Psychology Aspects of Learning with Chatbots without Artificial Intelligence: Suggestions for Designers

Černý

2023

EJIHPE

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Chatbots without artificial intelligence can play the role of practical and easy-to-implement learning objects in e-learning environments, allowing a reduction in social or psychological isolation. This research, with a sample of 79 students, explores the principles that need to be followed in designing this kind of chatbot in education in order to ensure an acceptable outcome for students. Research has shown that students interacting with a chatbot without artificial intelligence expect similar psychological and communicative responses to those of a live human, project the characteristics of the chatbot from the dialogue, and are taken aback when the chatbot does not understand or cannot help them sufficiently. The study is based on a design through research approach, in which students in information studies and library science interacted with a specific chatbot focused on information retrieval, and recorded their experiences and feelings in an online questionnaire. The study intends to find principles for the design of chatbots without artificial intelligence so that students feel comfortable interacting with them.

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Correction to: Designing learning technology collaboratively: Analysis of a chatbot co‑design

Cited by 3 publications

References 0 publications

ChatGPT en la educación: un enfoque bibliométrico de la integración de sistemas de Chatbots en los procesos educativos

ChatGPT en la educación: un enfoque bibliométrico de la integración de sistemas de Chatbots en los procesos educativos

ChatGPT, GPT-4, and Other Large Language Models: The Next Revolution for Clinical Microbiology?

Educational Psychology Aspects of Learning with Chatbots without Artificial Intelligence: Suggestions for Designers

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