Chatbots for learning: A review of educational chatbots for the Facebook Messenger

With the exponential growth in the mobile device market over the last decade, chatbots are becoming an increasingly popular option to interact with users, and their popularity and adoption are rapidly spreading. These mobile devices change the way we communicate and allow ever-present learning in various environments. This study examined educational chatbots for Facebook Messenger to support learning. The independent web directory was screened to assess chatbots for this study resulting in the identification of 89 unique chatbots. Each chatbot was classified by language, subject matter and developer's platform. Finally, we evaluated 47 educational chatbots using the Facebook Messenger platform based on the analytic hierarchy process against the quality attributes of teaching, humanity, affect, and accessibility. We found that educational chatbots on the Facebook Messenger platform vary from the basic level of sending personalized messages to recommending learning content. Results show that chatbots which are part of the instant messaging application are still in its early stages to become artificial intelligence teaching assistants. The findings provide tips for teachers to integrate chatbots into classroom practice and advice what types of chatbots they can try out.Web of Science151art. no. 10386

Personalization of language learning through mobile technologies

This paper aims to help education stakeholders consider how mobile learning can contribute to improving language teaching and learning by facilitating personalized learning. A high-level overview of mobile learning is presented and the role of personalization in mobile learning is explained. A number of case studies illustrate salient aspects of mobile personalized learning from research and practice. In the final section, considerations for policy and practice are discussed

Artificial intelligent based teaching and learning approaches: A comprehensive review

The goal of this study is to investigate the potential effects that Artificial intelligence (AI) could have on education. The narrative and framework for investigating AI that emerged from the preliminary research served as the basis for the study’s emphasis, which was narrowed down to the use of AI and its effects on administration, instruction, and student learning. According to the findings, artificial intelligence has seen widespread adoption and use in education, particularly by educational institutions and in various contexts and applications. The development of AI began with computers and technologies related to computers; it then progressed to web-based and online intelligent education systems; and finally, it applied embedded computer systems in conjunction with other technologies, humanoid robots, and web-based chatbots to execute instructor tasks and functions either independently or in partnership with instructors. By utilizing these platforms, educators have been able to accomplish a variety of administrative tasks. In addition, because the systems rely on machine learning and flexibility, the curriculum and content have been modified to match the needs of students. This has led to improved learning outcomes in the form of higher uptake and retention rates

Adaptive learning: a cluster-based literature review (2011-2022)

Adaptive learning is a personalized instruction system that adjusts to the needs, preferences, and progress of learners. This paper reviews the current and future developments of adaptive learning in higher education, especially in relation to the digital education strategy of the European Union. It also uses a cluster analysis framework to explore the main themes and their relationships in the academic literature on adaptive learning. The paper highlights the potential of emerging technologies such as AI, eye-tracking, and physiological measurements to improve the personalization and effectiveness of adaptive learning systems. It presents various methods, algorithms, and prototypes that incorporate learning styles into adaptive learning. It also stresses the importance of continuous professional development in e-learning, media literacy, computer security, and andragogy for teachers who use adaptive learning systems. The paper concludes that adaptive learning can promote creativity, innovation, and lifelong learning in Ukrainian higher education, but it also acknowledges the challenges and suggests further research to assess its impact

Survey of Personalized Learning Software Systems: A Taxonomy of Environments, Learning Content, and User Models

This paper presents a comprehensive systematic review of personalized learning software systems. All the systems under review are designed to aid educational stakeholders by personalizing one or more facets of the learning process. This is achieved by exploring and analyzing the common architectural attributes among personalized learning software systems. A literature-driven taxonomy is recognized and built to categorize and analyze the reviewed literature. Relevant papers are filtered to produce a final set of full systems to be reviewed and analyzed. In this meta-review, a set of 72 selected personalized learning software systems have been reviewed and categorized based on the proposed personalized learning taxonomy. The proposed taxonomy outlines the three main architectural components of any personalized learning software system: learning environment, learner model, and content. It further defines the different realizations and attributions of each component. Surveyed systems have been analyzed under the proposed taxonomy according to their architectural components, usage, strengths, and weaknesses. Then, the role of these systems in the development of the field of personalized learning systems is discussed. This review sheds light on the field’s current challenges that need to be resolved in the upcoming years

Learning For Life: The Opportunity for Technology to Transform Adult Education - Part l: Interest In and Aptitude for Technology

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. Through two publications, we will present the findings from our research and propose key questions and ideas to catalyze conversations among adult education leaders and practitioners, policy makers, education suppliers and entrepreneurs, and foundations and funders regarding the gaps in the adult education system and opportunities for leveraging technology to better meet the needs of underprepared adult learners. The briefs will address both demandside and supply-side dynamics.This initial publication focuses on the demand side and addresses adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students