6,415 research outputs found
The history of chatbots: the journey from psychological experiment to educational object
Chatbots represent a strong and distinctive theme in the current literature on technology in education. What is lacking, however, is an analysis of them in terms of historical development or deeper historical-discursive classification. This paper focuses on the history of chatbots and places it in the context of a critical reflection on studies focusing on chatbots as educational objects between 2006-2021. It offers an analysis of each study and places them in the context of the development of the field as a whole. The study identifies three vital discourses that can be identified in the development of chatbots from a historical perspective - Turing-oriented, Searle-oriented and educational interaction-oriented
Supporting Inclusive Learning Using Chatbots? A Chatbot-Led Interview Study
Supporting student academic success has been one of the major goals for higher education. However, low teacher-to-student ratio makes it difficult for students to receive sufficient and personalized support that they might want to. The advancement of artificial intelligence (AI) and conversational agents, such as chatbots, has provided opportunities for assisting learning for different types of students. This research aims at investigating the opportunities and requirements of chatbots as an intelligent helper to facilitate equity in learning. We developed a chatbot as an experimental platform to investigate the design opportunities of using chatbots to support inclusive learning. Through a chatbot-led user study with 215 undergraduate students, we found chatbots provide the opportunity to support students who are disadvantaged, with diverse life environments, and with varied learning styles. This could be achieved through an accessible, interactive, and confidential way
A Proposal to Create Learning Environments in Virtual Worlds Integrating Advanced Educative Resources
Social Networking has been a global consumer phenomenon during the last few years. Online communities are changing the way people behave, share and interact within their daily lives. Most of such communities are mainly focused on sharing contents and communicating using a traditional web interface. However, social virtual worlds are computer-simulated environments that the users can "inhabit" and in which they can interact and create objects. Education is one of the most interesting applications of virtual worlds, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, we highlight the potential of virtual worlds as an educative tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning management system, embodied conversational metabots, and programmable 3D objects. We have implemented the proposal in a learning system for several subjects of the Computer Science degree in our university and show that it fostered engagement and collaboration and helped the students to better understand complex concepts.Research funded by projects CICYT TIN 2011-28620-C02-01, CICYT TEC 2011-28626 C02-02, CAM CONTEXTS (S2009/TIC-1485), and DPS 2008-07029-C02-02.Enviad
Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and New Pedalled Pedagogies
Chatbots, known as pedagogical agents in educational settings, have a long history of use,
beginning with Alan Turing’s work. Since then online chatbots have become embedded into the
fabric of technology. Yet understandings of these technologies are inchoate and often untheorised.
Integration of chatbots into educational settings over the past five years suggests an increase in
interest in the ways in which chatbots might be adopted and adapted for teaching and learning.
This article draws on historical literature and theories that to date have largely been ignored in
order to (re)contextualise two studies that used responsive evaluation to examine the use of
pedagogical agents in education. Findings suggest that emotional interactions with pedagogical
agents are intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional
engagement are vital when using pedagogical agents to enhance online learning. Such findings need
to be considered in the light of ways in which notions of learning are being redefined in the
academy and the extent to which new literacies and new technologies are being pedalled as
pedagogies in ways that undermine what higher education is, is for, and what learning means
An approach to develop intelligent learning environments by means of immersive virtual worlds
Merging Immersive Virtual Environments, Natural Language Processing and Artificial Intelligence techniques provides a number of advantages to develop Intelligent Environments for multiple applications. This paper is focused on the application of these technologies to develop intelligent learning environments. Education is one of the most interesting applications of immersive virtual environments, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. We highlight the potential of virtual worlds as an educative tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning management system, embodied conversational metabots, and programmable 3D objects. Our proposal has been applied in several subjects of the Computer Science degree in the Carlos III University of Madrid. The results of the evaluation show that developed learning environment fosters engagement and collaboration and helps students to better understand complex concepts.This work was supported in part by Projects MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485).Publicad
An approach to develop intelligent learning environments by means of immersive virtual worlds
Merging Immersive Virtual Environments, Natural Language Processing and Artificial Intelligence techniques provides
a number of advantages to develop Intelligent Environments for multiple applications. This paper is focused on the application
of these technologies to develop intelligent learning environments. Education is one of the most interesting applications
of immersive virtual environments, as their flexibility can be exploited in order to create heterogeneous groups from all over the
world who can collaborate synchronously in different virtual spaces. We highlight the potential of virtual worlds as an educative
tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning
management system, embodied conversational metabots, and programmable 3D objects. Our proposal has been applied in
several subjects of the Computer Science degree in the Carlos III University of Madrid. The results of the evaluation show that
developed learning environment fosters engagement and collaboration and helps students to better understand complex concepts.Spanish Government TEC2012-37832-C02-01Consejo Interinstitucional de Ciencia y Tecnologia (CICYT) TEC2011-28626-C02-02Project CAM CONTEXTS S2009/TIC-148
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