Using Chatbot for Course Evaluation in Higher Education

Čižmešija, Antonela; Hajdin, Goran; Oreški, Dijana

doi:10.21125/inted.2021.0343

Cited by 2 publications

(1 citation statement)

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“…An AI chatbot can help students generate ideas for an essay on a specific topic, as well as help students refine their own ideas on the topic. In addition, students can easily use an AI chatbot to refine their writing [ 44 ], remove grammatical errors, and make the presentation of their ideas clear. In economics, writing may be secondary to understanding and the ability to apply concepts to problems and issues in society.…”

Section: Conclusion and Implications For Practicementioning

confidence: 99%

Comparing and assessing four AI chatbots’ competence in economics

Hultberg,

Santandreu Calonge,

Kamalov

et al. 2024

PLoS ONE

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Artificial Intelligence (AI) chatbots have emerged as powerful tools in modern academic endeavors, presenting both opportunities and challenges in the learning landscape. They can provide content information and analysis across most academic disciplines, but significant differences exist in terms of response accuracy for conclusions and explanations, as well as word counts. This study explores four distinct AI chatbots, GPT-3.5, GPT-4, Bard, and LLaMA 2, for accuracy of conclusions and quality of explanations in the context of university-level economics. Leveraging Bloom’s taxonomy of cognitive learning complexity as a guiding framework, the study confronts the four AI chatbots with a standard test for university-level understanding of economics, as well as more advanced economics problems. The null hypothesis that all AI chatbots perform equally well on prompts that explore understanding of economics is rejected. The results are that significant differences are observed across the four AI chatbots, and these differences are exacerbated as the complexity of the economics-related prompts increased. These findings are relevant to both students and educators; students can choose the most appropriate chatbots to better understand economics concepts and thought processes, while educators can design their instruction and assessment while recognizing the support and resources students have access to through AI chatbot platforms.

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Section: Conclusion and Implications For Practicementioning

confidence: 99%

Comparing and assessing four AI chatbots’ competence in economics

Hultberg,

Santandreu Calonge,

Kamalov

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

Assessment and Comparison of Meta-features for Educational Chatbots Data and Survey Data

Oreški

Vukovac

Hajdin

2022

WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION

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Usage of chatbot platforms is acquiring great attention at all levels of education. Human-chatbot interactions generate huge amounts of data which are a valuable source of information, when properly analyzed by means of data and text mining. One of the most challenging tasks in the mining process is the selection of the appropriate algorithm for a data set at hand. This is a complex task and depends on characteristics of the dataset used in the analysis. Those characteristics are formalized through meta-features. In this paper, we identified meta-features of chatbot and survey data. As a case study, we evaluated two data sets and identified their general meta-features along with discussion. This is, to the best of our knowledge, the first examination of meta-features for chatbot interactions data and their comparison with survey data.

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Using Chatbot for Course Evaluation in Higher Education

Cited by 2 publications

References 0 publications

Comparing and assessing four AI chatbots’ competence in economics

Comparing and assessing four AI chatbots’ competence in economics

Assessment and Comparison of Meta-features for Educational Chatbots Data and Survey Data

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