ČERNÝ, Michal. Educational Psychology Aspects of Learning with Chatbots without Artificial Intelligence : Suggestions for Designers. European Journal of Investigation in Health, Psychology and Education. Basel: MDPI, 2023, vol. 13, No 2, p. 284-305. ISSN 2254-9625. Available from: https://dx.doi.org/10.3390/ejihpe13020022.
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Basic information
Original name Educational Psychology Aspects of Learning with Chatbots without Artificial Intelligence : Suggestions for Designers
Authors ČERNÝ, Michal (203 Czech Republic, guarantor, belonging to the institution).
Edition European Journal of Investigation in Health, Psychology and Education, Basel, MDPI, 2023, 2254-9625.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Switzerland
Confidentiality degree is not subject to a state or trade secret
WWW URL
Impact factor Impact factor: 3.200 in 2022
RIV identification code RIV/00216224:14210/23:00130345
Organization unit Faculty of Arts
Doi http://dx.doi.org/10.3390/ejihpe13020022
UT WoS 000938621200001
Keywords in English chatbot; dialogue systems; information literacy; design through research; chatbot without AI; dialogue; e-learning; HCI
Tags rivok
Tags International impact, Reviewed
Changed by Changed by: Mgr. et Mgr. Stanislav Hasil, učo 415267. Changed: 7/3/2024 15:57.
Abstract
Chatbots without artificial intelligence can play the role of practical and easy-to-implement learning objects in e-learning environments, allowing a reduction in social or psychological isolation. This research, with a sample of 79 students, explores the principles that need to be followed in designing this kind of chatbot in education in order to ensure an acceptable outcome for students. Research has shown that students interacting with a chatbot without artificial intelligence expect similar psychological and communicative responses to those of a live human, project the characteristics of the chatbot from the dialogue, and are taken aback when the chatbot does not understand or cannot help them sufficiently. The study is based on a design through research approach, in which students in information studies and library science interacted with a specific chatbot focused on information retrieval, and recorded their experiences and feelings in an online questionnaire. The study intends to find principles for the design of chatbots without artificial intelligence so that students feel comfortable interacting with them.
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