Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model CHISM Full Text

Using advanced Conversational AI and Generative AI technologies, chatbots can engage in natural language conversations, providing personalized support and delivering relevant information on various educational topics. AI chatbots equipped with sentiment analysis capabilities can play a pivotal role in assisting teachers. By comprehending student sentiments, these chatbots help educators modify and enhance their teaching practices, creating better learning experiences. Promptly addressing students’ doubts and concerns, chatbots enable teachers to provide immediate clarifications, fostering a more conducive and effective learning environment. AI chatbots can be attentive to – and train on – students’ learning habits and areas of difficulty.

Nevertheless, Hobert (2019) claims that the main issue with EC assessment is the narrow view used to evaluate outcomes based on specific fields rather than a multidisciplinary approach. Furthermore, there is a need for understanding how users experience chatbots (Brandtzaeg & Følstad, 2018), especially when they are not familiar with such intervention (Smutny & Schreiberova, 2020). Conversely, due to the novelty of ECs, the author has not found any studies pertaining to ECs in design education, project-based learning, and focusing on teamwork outcomes.

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The authors found that chatbots are used for health and well-being advocacy, language learning, and self-advocacy. Chatbots are either flow-based or powered by AI, concerning approaches to their designs. Chatbots have been utilized in education as conversational pedagogical agents since the early 1970s (Laurillard, 2013). Pedagogical agents, also known as intelligent tutoring systems, are virtual characters that guide users in learning environments (Seel, 2011).

The collection of information is necessary for chatbots to function, and the risks involved with using chatbots need to be clearly outlined for teachers. Informed consent in plain language should be addressed prior to the use of chatbots and is currently a concern for the Canadian government (CBC News, 2023). Students and teachers should be educated on the accuracy of the text produced by chatbots and always fact-check the information produced by them. It was observed that communicating merely was not the main priority anymore as cooperation towards problem-solving is of utmost importance.

Creative self-efficacy

Its no-code chatbot builder makes it accessible for anyone to create and customize chatbots. Additionally, the chatbot excels in collecting vital customer details and building comprehensive customer profiles. Its integration with the knowledge base allows it to provide relevant articles to customers, offering benefits of chatbots in education immediate automated support and reducing the need for live agent intervention. HelpCrunch’s chatbot is a pivotal tool in automating website customer interactions. Primarily designed to handle routine inquiries like FAQs, it operates on predefined triggers and responses, ensuring instant assistance.

None of the studies discussed the platforms on which the chatbots run, while only one study (Wollny et al., 2021) analyzed the educational roles the chatbots are playing. The study used “teaching,” “assisting,” and “mentoring” as categories for educational roles. This study, however, uses different classifications (e.g., “teaching agent”, “peer agent”, “motivational agent”) supported by the literature in Chhibber and Law (2019), Baylor (2011), and Kerlyl et al. (2006). Other studies such as (Okonkwo and Ade-Ibijola, 2021; Pérez et al., 2020) partially covered this dimension by mentioning that chatbots can be teaching or service-oriented. Additionally, speech technologies emerged as an area requiring substantial improvement, in line with previous results (Jeon et al., 2023).

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

The satisfaction levels in the LEX dimension may also depend on the chatbots’ design relative to students’ levels, with significant differences observed among the four AICs. For example, while Buddy.ai is oriented towards developing oral skills in children at a lower level, John Bot and Andy are designed for vocabulary and grammar building through role-playing interactions at more intermediate levels. The proliferation of smartphones in the late 2000s led to the integration of educational chatbots into mobile applications. However, the initial models were basic, relying on a scripted question–answer format and not intended for meaningful practice beyond their specific subject area (Godwin-Jones, 2022).

This means that Google Bard is more likely to be up-to-date on current events, while ChatGPT is more likely to be accurate in its responses to factual questions (AlZubi et al., 2022; Rahaman et al., 2023; Rudolph et al., 2023). Using chatbots in educational applications to assist students has made learning fun and improved their experience. Every student learns and comprehends at a different rate, which has always been a difficulty for educational institutions. The education sector has been compromising on providing thought to students’ learning experiences while navigating the expectations of students, parents, and teachers. More research on AI-driven chatbot models like ChatGPT, Bard, and LLaMa is necessary.

For example, incorporating familiar characters from cartoons or video games into chatbots can enhance engagement, particularly for children who are learning English by interacting with their favorite characters. Furthermore, by incorporating Augmented Reality (AR) technology, avatars can be launched and video calls can be enabled on social platforms such as Kuki.ai, thereby adding a layer of personal interaction. Looking ahead, allowing students to select specific design aspects of AICs, similar to choosing linguistic features such as target level or accent, could be a crucial step in creating a more adaptive and personalized learning experience. The CHISM results, particularly in the Language Experience (LEX) dimension, revealed significant insights about the teacher candidates’ perceptions of the four evaluated chatbots.

Drawing from extensive systematic literature reviews, as summarized in Table 1, AI chatbots possess the potential to profoundly influence diverse aspects of education. However, it is essential to address concerns regarding the irrational use of technology and the challenges that education systems encounter while striving to harness its capacity and make the best use of it. The traditional education system faces several issues, including overcrowded classrooms, a lack of personalized attention for students, varying learning paces and styles, and the struggle to keep up with the fast-paced evolution of technology and information. As the educational landscape continues to evolve, the rise of AI-powered chatbots emerges as a promising solution to effectively address some of these issues.

Limits and future directions

These FAQ-type chatbots are commonly used for automating customer service processes like booking a car service appointment or receiving help from a phone service provider. Alternatively, ChatGPT is powered by the large language models (LLMs), GPT-3.5, and GPT-4 (OpenAI, 2023b). LLMs are AI models trained using large quantities of text, generating comprehensive human-like text, unlike previous chatbot iterations (Birhane et al., 2023). This study applies an interventional study using a quasi-experimental design approach.

• Therefore, we selected five goals to be further investigated in our literature review.
• Within just eight months of its launch in 2022, it has already amassed over 100 million users, setting new records for user and traffic growth.
• Equally, for motivational belief, which is the central aspect needed to encourage strategic learning behavior (Yen, 2018).
• Specific sources listed are only for reference and will evolve with the evidence base.
• They also act as study companions, offering explanations and clarifications on various subjects.

Thematic analysis of reviewed studies revealed that most extant studies in the education literature explore ChatGPT through a commentary and non-empirical lens. Several areas of challenge that ChatGPT is or will be facing in education are also shared. Examples include but are not limited to plagiarism deception, misuse or lack of learning, accountability, and privacy. There are both concerns and optimism about the use of ChatGPT in education, yet the most pressing need is to ensure student learning and academic integrity are not sacrificed.

Benefits and Barriers of Chatbot Use in Education

Concerning their interaction style, the conversation with chatbots can be chatbot or user-driven (Følstad et al., 2018). Chatbot-driven conversations are scripted and best represented as linear flows with a limited number of branches that rely upon acceptable user answers (Budiu, 2018). When the user provides answers compatible with the flow, the interaction feels smooth.

Italy became the first Western country to ban ChatGPT (Browne, 2023) after the country’s data protection authority called on OpenAI to stop processing Italian residents’ data. They claimed that ChatGPT did not comply with the European General Data Protection Regulation. However, after OpenAI clarified the data privacy issues with Italian data protection authority, ChatGPT returned to Italy. To avoid cheating on school homework and assignments, ChatGPT was also blocked in all New York school devices and networks so that students and teachers could no longer access it (Elsen-Rooney, 2023; Li et al., 2023). These examples highlight the lack of readiness to embrace recently developed AI tools.