Using motivation to improve learning achievement with a chatbot in blended learning

Abstract

Chatbots have the potential to be used as motivational learning tools, particularly for boosting academic performance. The purpose of this study is to construct a Facebook Messenger chatbot to promote accomplishment through the use of blended learning, guided by the ARCS (attention, relevance, confidence, satisfaction) motivation model that compares how engagement works, and explores the chatbot in terms of its usability. Integrated with Facebook Messenger, chatbot software was designed to answer inquiries based on the chatbot's communication framework. This included course alerts, a gradebook for each student, attendance statistics, and assignment feedback. Using a quasi-experimental research approach, the influence of the chatbot on student motivation and academic achievement was empirically investigated. The trial covered 18 weeks, and the sample comprised 48 students enrolled in a course on Information Technology for Learning. The results suggest that the chatbot increased the learning accomplishment of the students to a considerable extent, and that a motivational setting may lead to a better outcome than a blended learning environment. Overall, our approach produced reliable findings which validated the chatbot's capacity to communicate with students. The students agreed that the chatbot facilitated their learning, but that a few modifications were required in terms of ongoing development. Keywords: Motivation; Learning Achievement; Chatbot; Blended Learning