Abstract
The purpose of this study is to examine whether pre-service teachers can engage in educational dialogues with a chatbot, acting as a virtual student, to assess and modify student understanding. Nineteen pre-service elementary school teachers participated in this study and engaged in conversations with a virtual student—a chatbot struggling to understand the relational concept of the equal sign. The conversations were analyzed, and the opinions of the pre-service teachers who used the chatbot were examined. The chatbot provided natural and appropriate responses similar to those of real students, enabling the pre-service teachers to assess the virtual student's understanding of the equal sign. They also posed meaningful questions aimed at shifting the student’s understanding, which ultimately led to a confirmed change in the virtual student's comprehension of the equal sign. Additionally, while the pre-service teachers positively evaluated the chatbot’s usefulness, they noted certain limitations, such as overly detailed explanations and the use of terminology beyond the curriculum’s scope. We discussed the implications related to these findings.
Published Version
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