Integrating chatbots in education: insights from the Chatbot‑Human Interaction Satisfaction Model (CHISM)

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23670%2F23%3A43970259" target="_blank" >RIV/49777513:23670/23:43970259 - isvavai.cz</a>

Result on the web

<a href="https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00432-3" target="_blank" >https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00432-3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s41239-023-00432-3" target="_blank" >10.1186/s41239-023-00432-3</a>

Result language

angličtina

Original language name

Integrating chatbots in education: insights from the Chatbot‑Human Interaction Satisfaction Model (CHISM)

Original language description

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixedmethods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of atisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologiesare necessary for a more human-like user interaction.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

International Journal of Educational Technology in Higher Education

ISSN

2365-9440

e-ISSN

2365-9440

Volume of the periodical

20

Issue of the periodical within the volume

1

Country of publishing house

ES - SPAIN

Number of pages

20

Pages from-to

—

UT code for WoS article

001126749600001

EID of the result in the Scopus database

2-s2.0-85180251885