Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study Full Text

This has truly helped develop online learning and improved distance learning for all. It would not be wrong to say that with the right technology and support, education will soon turn from a privilege to a basic human right. Soon, good quality education will be accessible anymore there is the internet and schools will not face the problem of a lack of quality teachers. This will result in the overall growth of society and the future of generations to come. More research on AI-driven chatbot models like ChatGPT, Bard, and LLaMa is necessary. One field requiring research and development that will be useful for teachers is the accessibility of fine-tuning LLMs with specific course information.

Furthermore, according to Tegos et al. (2020), investigation on integration and application of chatbots is still warranted in the real-world educational settings. Therefore, the objective of this study is first to address research gaps based on literature, application, and design and development strategies for EC. Next, by situating the study based on these selected research gaps, the effectiveness of EC is explored for team-based projects in a design course using a quasi-experimental approach.

Benefits of Using Chatbots

The more you interact with the bot, the better it deals with you, your voice, and your queries. At last, we could have missed articles that report an educational chatbot that could not be found in the selected search databases. To deal with this risk, we searched manually to identify significant work beyond the articles we found in the search databases. Nevertheless, the manual search did not result in any articles that are not already found in the searched databases.

The EC is usually deployed for the treatment class one day before the class except for EC6 and EC10, which were deployed during the class. Such a strategy was used to ensure that the instructor could guide the students the next day if there were any issues. Learning performance is defined as the students’ combined scores accumulated from the project-based learning activities in this study. Henceforth, we speculated that EC might influence the need for cognition as it simplifying learning tasks (Ciechanowski et al., 2019), especially for teamwork.

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Nevertheless, peer agents can still guide the students along a learning path. Students typically initiate the conversation with peer agents to look up certain definitions or ask for an explanation of a specific topic. Peer agents can also scaffold an educational conversation with other human peers. 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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