Mobile app-based chatbot to deliver cognitive behavioral therapy and psychoeducation for adults with attention deficit: A development and feasibility/usability study

Jang, Sooah; Kim, Jae‐Jin; Kim, Soo-Jeong; Hong, Jieun; Kim, Suji; Kim, Eun-Joo

doi:10.1016/j.ijmedinf.2021.104440

Cited by 88 publications

(95 citation statements)

References 27 publications

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“…A higher extent of individualization and interaction could therefore be a promising approach to increase self-motivated engagement, such as via a chatbot (i.e., a conversational agent). There is some initial evidence that this approach can improve attention deficits (Jang et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Smartphone-assisted psychoeducation in adult attention-deficit/hyperactivity disorder: A randomized controlled trial

Selaskowski¹,

Steffens²,

Schulze³

et al. 2022

Psychiatry Research

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Section: Discussionmentioning

confidence: 99%

Smartphone-assisted psychoeducation in adult attention-deficit/hyperactivity disorder: A randomized controlled trial

Selaskowski¹,

Steffens²,

Schulze³

et al. 2022

Psychiatry Research

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“…In light of this, chatbot is a promising assistance to enhance the immediately feedback. Several pieces of research were conducted on chatbot use in different disciplines, including math (Grossman et al, 2019), language (Vazquez-Cano et al, 2021; Chen et al, 2020; Fryer et al, 2019), programming (Okonkwo & Ade-Ibijola, 2021), and psychology (Jang et al, 2021). For instance, Okonkwo and Ade-Ibijola (2021) developed a chatbot system called “Python-Bot” to support programming teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation

Fidan

Gencel

2022

Journal of Educational Computing Research

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This study investigated the effects of artificial intelligence (AI)-based chatbot and peer feedback mechanisms integrated into the instructional videos (IVs) as a feedback tool on learning performance and intrinsic motivation of pre-service teachers (PTs) in online learning. The participants were 144 PTs from a university in Turkey. A pretest–posttest quasi-experimental design was adopted in this study. Two experimental (EG-1: Immediately elaborated feedback with a chatbot for IVs; EG-2: Delayed peer feedback with comments for IVs) groups and a control group (teaching with IVs) were selected. To collect qualitative data, a survey consisting of open-ended questions was conducted in the experimental groups. The results showed that the learning performance and intrinsic motivation scores of chatbot-based and peer feedback groups were higher than the scores in the traditional learning group. The implications for AI-powered feedback mechanisms and directions for future studies were discussed in this study.

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“…However, the symptoms of clients are often a mixture of two or more issues. Given the fact that chatbot-delivered therapy for other targets, such as panic disorder ( Oh et al, 2020 ), substance addiction ( Barnett et al, 2020 ), and attention deficit ( Jang et al, 2021 ), have already been under evaluation. A combination of two or more topics might be beneficial to the effectiveness.…”

Section: Discussionmentioning

confidence: 99%

Using AI chatbots to provide self-help depression interventions for university students: A randomized trial of effectiveness

Liu

Peng

Song

et al. 2022

Internet Interventions

113

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Background Depression impacts the lives of a large number of university students. Mobile-based therapy chatbots are increasingly being used to help young adults who suffer from depression. However, previous trials have short follow-up periods. Evidence of effectiveness in pragmatic conditions are still in lack. Objective This study aimed to compare chatbot therapy to bibliotherapy, which is a widely accepted and proven-useful self-help psychological intervention. The main objective of this study is to add to the evidence of effectiveness for chatbot therapy as a convenient, affordable, interactive self-help intervention for depression. Methods An unblinded randomized controlled trial with 83 university students was conducted. The participants were randomly assigned to either a chatbot test group (n = 41) to receive a newly developed chatbot-delivered intervention, or a bibliotherapy control group (n = 42) to receive a minimal level of bibliotherapy. A set of questionnaires was implemented as measurements of clinical variables at baseline and every 4 weeks for a period of 16 weeks, which included the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder scale (GAD-7), the Positive and Negative Affect Scale (PANAS). The Client Satisfaction Questionnaire-8 (CSQ-8) and the Working Alliance Inventory-Short Revised (WAI-SR) were used to measure satisfaction and therapeutic alliance after the intervention. Participants' self-reported adherence and feedback on the therapy chatbot were also collected. Results Participants were all university students (undergraduate students (n = 31), postgraduate students (n = 52)). They were between 19 and 28 years old (mean = 23.08, standard deviation (SD) = 1.76) and 55.42% (46/83) female. 24.07% (20/83) participants were lost to follow-up. No significant group difference was found at baseline. In the intention-to-treat analysis, individuals in the chatbot test group showed a significant reduction in the PHQ-9 scores (F = 22.89; P < 0.01) and the GAD-7 scores (F = 5.37; P = 0.02). Follow-up analysis of completers suggested that the reduction of anxiety was significant only in the first 4 weeks. The WAI-SR scores in the chatbot group were higher compared to the bibliotherapy group ( t = 7.29; P < 0.01). User feedback showed that process factors were more influential than the content factors. Conclusions The chatbot-delivered self-help depression intervention was proven to be superior to the minimal level of bibliotherapy in terms of reduction on depression, anxiety, and therapeutic alliance achieved with participants.

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Mobile app-based chatbot to deliver cognitive behavioral therapy and psychoeducation for adults with attention deficit: A development and feasibility/usability study

Cited by 88 publications

References 27 publications

Smartphone-assisted psychoeducation in adult attention-deficit/hyperactivity disorder: A randomized controlled trial

Smartphone-assisted psychoeducation in adult attention-deficit/hyperactivity disorder: A randomized controlled trial

Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation

Using AI chatbots to provide self-help depression interventions for university students: A randomized trial of effectiveness

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