Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies

Abstract

Since the fourth industrial revolution, intelligent software and applications that attempt to mimic human behavior have become increasingly common. The chatbot is an example of an artificial intelligence-based computer program that simulates human behavior by having a conversation and interacting with users using natural language. The implementation of chatbot technology in the educational context is still in its nascent stage, and further investigation into measuring its effectiveness in supporting learning and teaching processes is required, particularly in the context of higher education. Thus, this study presents the design and implementation of a task-oriented chatbot, that is embedded into the WhatsApp application, called Bashayer. It aims at supporting postgraduate students' motivation and learning strategies in Saudi Arabia. A quasi-experimental design with a single-subject experimental approach was adopted with a sample of 60 Saudi postgraduate students. The descriptive analysis of the collected data showed promising results of postgraduate students utilized the Bashayer chatbot system. Participants in the experimental group that used Bashayer were more motivated to learn than those in the control group. Participants also practiced more cognitive and metacognitive learning strategies while utilizing the chatbot compared to the control group. The results of this study are encouraging for the development of chatbot systems similar to Bashayer to support postgraduate students' successful learning. These results contribute to bridging the research gap and adding to the literature on chatbots use in postgraduate educational contexts.

Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners’ affective factors: A systematic review

“…The use of chatbots in higher education fostered learners' motivation, eagerness, and confidence ([ [25] , [26] , [27] , 31 , 41 , 42 ]); increased their intrinsic and extrinsic motivation in language learning; and encouraged them to invest time and effort ([ 42 , 43 ]). More specifically, the experimental group in a study conducted by Yin et al (2019) was more competent in learning and attained significantly higher intrinsic motivation.…”

“…The AI tools performed three roles in EFL classes in higher education: as teaching assistants, personal tutors, and learning partners. The chatbots that operated as teaching assistants provided academic knowledge ([ 41 , [48] , [49] , [50] ]), offered formative feedback to EFL learners [ 45 ], and enabled scaffolded learning ([ 22 , 27 , 31 , 42 , 51 ]). Chatbots also acted as learning partners by chatting and interacting with learners through voice ([ 26 , 28 , 52 , 47 , 53 ]) and text ([ 27 , 41 ]).…”

“…The chatbots that operated as teaching assistants provided academic knowledge ([ 41 , [48] , [49] , [50] ]), offered formative feedback to EFL learners [ 45 ], and enabled scaffolded learning ([ 22 , 27 , 31 , 42 , 51 ]). Chatbots also acted as learning partners by chatting and interacting with learners through voice ([ 26 , 28 , 52 , 47 , 53 ]) and text ([ 27 , 41 ]). The role of the chatbot as a personal tutor was to provide valuable language learning contexts; applications such as Duolingo, Mondly, Andy, and SIRI were used as personal tutors ([ 25 , 43 , 44 ]).…”

“…Interactive tools such as chatbots kept learners motivated and engaged, while allowing them to learn EFL in an exciting and relaxing atmosphere ([ 26 , 41 , 42 , 45 ]). Learners were not bored while learning with a conversational agent, and could quickly and easily acquire knowledge.…”

“…In addition, there is a scarcity of longitudinal studies investigating the effectiveness of AI technologies in EFL contexts through experiments with large groups of participants, validated methods, competent teachers, and supporting educational institutions. Most experiments were conducted over a brief period, ranging from two 50-min experiments [ 50 ] to a three-month quasi-experimental study ([ 41 , 45 , 47 , 51 ]).…”