EDUCATIONAL CHATBOTS FOR COLLABORATIVE LEARNING: RESULTS OF A DESIGN EXPERIMENT IN A MIDDLE SCHOOL

Michael Burkhard, S. Seufert, Matthias Cetto, S. Handschuh
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引用次数: 2

Abstract

Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students.
协同学习的教育聊天机器人:某中学设计实验结果
教育聊天机器人为教学和学习带来了许多好处。尽管聊天机器人在这一研究领域的用例正在迅速增长,但大多数研究都侧重于个人用户,而不是协作组设置。为了解决这个问题,本文研究了如何设计聊天机器人中介学习来培养中学生的团队作业。采用教育设计研究方法,从文献中得出教育聊天机器人的质量指标,为聊天机器人Tubo(意为辅导机器人)的开发提供指导。Tubo是一个基于网络的团队学习环境的一部分,在这个环境中,学生可以互相聊天,合作完成小组作业。作为小组成员和每个小组的导师,Tubo通过不同的脚手架元素引导学生完成学习之旅,并帮助学生解决与内容相关的问题。作为第一个设计周期的一部分,聊天机器人应用程序在瑞士一所技术职业学校的一个班级中进行了测试。收到的反馈表明,从学生和教师的角度来看,以聊天机器人为基础的团队学习方法具有很大的潜力。然而,个体小组成员的角色分配可能需要进一步明确,以满足自主型和控制型学生的不同需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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