The effect of AI-powered chatbots in social studies education

Pericles 'Asher' Rospigliosi

2 Januari 2023

The recent release of ChatGPT, a fl exible and accessible form of arti fi cial intelligence, raises a multitude of questions for those of us interested in interactive learning environments. The purpose of ChatGPT is to invite questions, but many of the questions being asked in relation to teaching and learning tend to focus on the potential risks of students misusing ChatGPT, for example, by using it to write essays. It is important for the journal to examine and question the questions we ask about the use of technologies in learning environments. This editorial will explore some of the questions being asked of ChatGPT and identify areas of inquiry that may provide value to those thinking about the relationship between arti fi cial intelligence and learning.

Pingping Chen Zhijian Lin Lijia Chen

17 April 2020

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors’ duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students’ assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students’ needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.

N. A. M. Zain N. H. I. Teo Siti Hawa Mad Daud

1 Juli 2020

A chatbot is a tool that provides online communication platform with an agent and is usually used by organizations as a customer service agent to promote their products and deliver help services on their web, apps or instant messaging platforms like Telegram and WhatsApp. It also has been increasingly used in education to assist students as a virtual tutor in different subject areas. However, there are many questions about the potential and the limits of the use of chatbots for learning a programming language. Nowadays, as education is shifting towards Education 4.0, its system must adapt to new circumstances and changes in roles. The use of chatbot as a substitution in the process of learning may act as a virtual learning tutor to fulfil the need of education towards Education 4.0. This project exploits a rule-based technique, to generate a solution for finding a suitable control structure for a given computational problem. While text matching is deployed to automatically give instant responses to the users based on template-based questions such as greetings and general theoretical questions. The initial purpose of this project is to develop a virtual tutoring tool that provides support to students on JAVA programming language problems. The result shows there is a significant output produced by the e-JAVA chatbot.

Vandit Sharma M. Rodríguez-Triana Basile Spaenlehauer + 3 lainnya

28 Maret 2022

Over the past decade, the use of chatbots for educational purposes has gained considerable traction. A similar trend has been observed in social coding platforms, where automated agents support software developers with tasks such as performing code reviews. While incorporating code reviews and social coding platforms into software engineering education has been found to be beneficial, challenges such as steep learning curves and privacy considerations are barriers to their adoption. Furthermore, no study has addressed the role chatbots play in supporting code reviews as a pedagogical tool. To help address this gap, we developed an online learning application that simulates the code review features available on social coding platforms and allows instructors to interact with students using chatbot identities. We then embedded this application within a lesson on software engineering best practices and conducted a controlled in-class experiment. This experiment examined the effect that explaining content via chatbot identities had on three aspects: (i) students’ perceived usability of the lesson, (ii) their engagement with the code review process, and (iii) their learning gains. While our findings show that it is feasible to simulate the code review process within an online learning platform and achieve good usability, our quantitative analysis did not yield significant differences across treatment conditions for any of the aspects considered. Nevertheless, our qualitative results suggest that students expect explicit feedback when performing this type of exercise and could thus benefit from automated replies provided by an interactive chatbot. We propose to build on our current findings to further explore this line of research in future work.

Ikhlaas Gurrib Firuz Kamalov David Santandreu Calonge

12 Mei 2023

The recent high performance of ChatGPT on several standardized academic tests has thrust the topic of artificial intelligence (AI) into the mainstream conversation about the future of education. As deep learning is poised to shift the teaching paradigm, it is essential to have a clear understanding of its effects on the current education system to ensure sustainable development and deployment of AI-driven technologies at schools and universities. This research aims to investigate the potential impact of AI on education through review and analysis of the existing literature across three major axes: applications, advantages, and challenges. Our review focuses on the use of artificial intelligence in collaborative teacher–student learning, intelligent tutoring systems, automated assessment, and personalized learning. We also report on the potential negative aspects, ethical issues, and possible future routes for AI implementation in education. Ultimately, we find that the only way forward is to embrace the new technology, while implementing guardrails to prevent its abuse.