Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers

IF 3.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Etr&d-Educational Technology Research and Development Pub Date : 2023-10-04 DOI:10.1007/s11423-023-10293-2

Sebastian Hobert, Florian Berens

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Abstract

Abstract Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological advances, we transfer the concept of chatbots to formal educational settings to support not only a single task but a full lecture period. Grounded on an expert workshop and prior research, we design a natural language-based digital tutor acting as an intermediary among students, teaching assistants, and lecturers. The aim of the digital tutor is to support learners automated during the lecture period in natural language-based chat conversations. We implement a digital tutor in an iterative design process and evaluate it extensively in a large-scale field setting. The results demonstrate the applicability and beneficial support of introducing digital tutors as intermediaries in formal education. Our study proposes the concept of using digital tutors as intermediaries and documents the development and underlying principles.

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发展数字导师，作为学生、助教和讲师之间的中介

个性化学习支持是正规教育学习过程的重要组成部分。然而，在典型的大规模教育环境中，资源限制导致学生、助教和讲师之间的互动有限。因此，在这些环境中，学习的成功可能会受到影响。受当前技术进步的启发，我们将聊天机器人的概念转移到正规的教育环境中，不仅支持单个任务，还支持整个讲座时间。基于专家研讨会和先前的研究，我们设计了一个基于自然语言的数字导师，作为学生，助教和讲师之间的中介。数字导师的目的是支持学习者在讲座期间自动进行基于自然语言的聊天对话。我们在迭代设计过程中实现了一个数字导师，并在大规模的现场设置中对其进行了广泛的评估。结果表明，在正规教育中引入数字导师作为中介的适用性和有益支持。我们的研究提出了使用数字导师作为中介的概念，并记录了其发展和基本原则。

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来源期刊

Etr&d-Educational Technology Research and Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

4.00%

发文量

期刊介绍： Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.