Decision-guided chatbots and cognitive styles in interdisciplinary learning

Iku-Silan, Aciang; Hwang, Gwo‐Jen; Chen, Chih‐Hung

doi:10.1016/j.compedu.2023.104812

Cited by 25 publications

(14 citation statements)

References 74 publications

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“…The developed AICyberSec bot is a selfcontained application uploaded from an external source and independently working individual computer-type media. The tool aligns with recent advances in education [17,18]. The tool was created using Python 3 programming language, and the database was created in JSON format.…”

Section: Resultsmentioning

confidence: 99%

AICyberSec: A Cyber Security Tool

Pasamonik,

Smolarski,

Strynkowska

et al. 2023

Preprint

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Chatbots are increasingly used as tools for disseminating knowledge and information across various sectors of business, without the need for human intervention. With the continuous advancement of technology and the internet, the field of cybersecurity is also expanding, leading to the development of newer and more sophisticated systems to counter emerging threats. However, a fundamental question arises: how can one determine what to look for, where to acquire the necessary knowledge, and how to initiate this process? Recognizing the need for more effective tools in the market to educate individuals about online threats and self-protection, this paper aims to bridge the gap in the existing literature. The Artificial Intelligence-based Cybersecurity Chatbot (AICyberSec) has been developed to provide a versatile cybersecurity knowledge resource. This initiative is in response to the absence of a comprehensive solution in the market that effectively informs individuals about online threats and offers guidance on how to safeguard themselves. Furthermore, this chatbot serves as a valuable application for identifying potential hazards in cyberspace and can also function as an educational tool to facilitate the learning process.

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Section: Resultsmentioning

confidence: 99%

AICyberSec: A Cyber Security Tool

Pasamonik,

Smolarski,

Strynkowska

et al. 2023

Preprint

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show abstract

“…First, AI chatbots can create more engaging and personalized learning content for students based on their individual preferences and needs, giving them a better sense of autonomy, control, and interest in their learning experience [17]. Second, chatbots can improve student interest and engagement by stimulating their curiosity [35]. By offering interactive and personalized options or granting access to resources at any time, chatbots can motivate students to make the most of their time outside the classroom for flexible and convenient studying, thereby deepening their knowledge.…”

Section: Contributions To Motivate Students To Learnmentioning

confidence: 99%

“…This literature review also reveals a gap in the current research regarding the potential of AI chatbots in engineering education. Although many studies examine the benefits and challenges of AI chatbots in teaching specific STEM topics (see for example [21,29,41]), or emphasized the advantages and challenges of AI chatbots in education in general (see [17,20,27,28]), few analyze how chatbots affect the learning process (see [12,32,35,36]), and very few specifically delve into learning in engineering (see [36]). Our study aims to address this gap by examining students' perceptions regarding the impact of AI chatbots on their learning experiences within the field of engineering.…”

Section: Contributions Of Ai Chatbots To Address Student Diversity An...mentioning

confidence: 99%

Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering

Bravo,

Cruz-Bohorquez

2024

Education Sciences

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The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI chatbots in five categories: (1) facilitating the acquisition, completion, or activation of prior knowledge and helping organize knowledge and making connections; (2) enhancing student motivation to learn; (3) fostering self-directed learning and the acquisition, practice, and application of the skills and knowledge they acquire; (4) supporting goal-directed practice and feedback; and (5) addressing student diversity and creating a positive classroom environment. To elicit the uses, benefits, and drawbacks of using AI chatbots in students’ learning, we conducted a thematic analysis of qualitative data gathered from surveying 38 student volunteers from 5 different electronic and mechatronic engineering courses at a South American university. Based on a literature review and an evidence-based discussion, we offer practical suggestions for instructors who want to promote the use of AI to enhance their students’ learning.

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“…The chatbot that we created based on the social presence indicators (as described in an earlier section) was a rule-based chatbot. We chose a rule-based chatbot because it is easier for teachers to create and can give correct responses compared to AI-based chatbots which can sometimes give contradictory answers, leading to confusion or misleading information (Iku-Silan et al, 2023).…”

Section: Lessons Learned and Suggestions For Future Researchmentioning

confidence: 99%

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

Hew,

Huang

2023

Future in Educational Research

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In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.

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Decision-guided chatbots and cognitive styles in interdisciplinary learning

Cited by 25 publications

References 74 publications

AICyberSec: A Cyber Security Tool

AICyberSec: A Cyber Security Tool

Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

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