Educational Chatbot Research Articles

The use of AI Chatbots in higher education: the problem of plagiarism

Background: The use of ChatGPT in the learning process is becoming a common practice. Researchers identify opportunities to improve the learning process using AI tools. At the same time, there are many unresolved problems and threats from the use of ChatGPT. These include unreliable information, false information, lack of references to primary sources, lack of intellectual property protection, and especially the problem of plagiarism in academic texts. Objectives: The purpose of the study is to summarise the results of published research on the benefits and threats of using ChatGPT in higher education and to analyse the experience of using AI to write academic assignments by university students in compliance with the requirements of academic integrity. Methods: A survey was conducted among Kyiv National Economic University named after Vadym Hetman (KNEU) students about their experience of using ChatGPT in performing academic tasks and the degree of satisfaction with this tool. Results: The survey involved 58 KNEU students. We have analysed how satisfied students are with using ChatGPT for different learning purposes. Students are most satisfied with using ChatGPT to quickly find information and translate texts. The majority of respondents said that ChatGPT does not always provide accurate and reliable information. Students also pointed to the problem of violating academic integrity when using ChatGPT to complete their assignments. Conclusions: The study shows the general advantages and disadvantages of using ChatGPT in higher education. Particular attention should be paid to the level of borrowing in academic texts prepared with the help of ChatGPT.

Emerging tensions around learning with LLM-based chatbots

This paper investigates the tensions introduced by the introduction of large language model (LLM)-based chatbots in higher education, particularly within a distance university that embraces a networked learning approach. LLM-based chatbots such as ChatGPT are applications that simulate conversations with humans, powered by AI-trained large language models. The study is grounded in a socio-material perspective, considering the digital as inherently intertwined with social, material, and broader contextual factors. Utilising cultural-historical activity theory (CHAT) as a framework, the research examines the changing human-technology relationship and the emerging tensions within the learning activity system.A survey conducted in Spring 2023 at OnlineUni (name changed) revealed that while students appreciate the immediate, personalised responses from LLM-based chatbots, there is significant distrust in the output, and they raised concerns about the quality of learning and the value of their diplomas. Teachers share these concerns and question the evolving roles and responsibilities in education due to such chatbots. The survey, which included responses from 584 students and 171 teachers, highlighted the use of LLM-based chatbots for various purposes, such as obtaining quick answers to generating content, and underscored the need for support in integrating them into learning and professional activities.The CHAT framework allows for an analysis of the activity system, identifying tensions in tool mediation, division of labour, and rules. Students are grappling with the balance between human and AI contributions to learning, the potential for chatbots to undermine the learning process, and the need for clear guidelines on using these technologies. The paper discusses the implications of these tensions on the learning objectives, the role of the community, and the division of labour within the educational setting.The findings suggest that the introduction of LLM-based chatbots is forcing a re-evaluation of what should be taught and how learning could be facilitated. There is a call for critical AI literacy and a better understanding of the redefinition of the division of labour between students, AI, and the community. The study highlights the necessity for collaborative rule-making to navigate the complexities of integrating LLM-based chatbots into higher education, ensuring fairness and accessibility while maintaining the quality of learning.In conclusion, the paper emphasises the need for ongoing research to understand the evolving dynamics of human and non-human actors in the learning process. It calls for a closer examination of the interactions within the learning activity system, particularly the instrumental genesis of student-tool relationships, to inform the development of pedagogical strategies that leverage the capabilities of LLM-based chatbots without compromising the collaborative values of education.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

Bibliometric and Systematic Analysis of Artificial Intelligence Chatbots’ Use for Language Education

This research aimed to comprehensively analyze the use of chatbots in language education and its potential for advancing educational development. Through a bibliometric and systematic approach, the study identified influential authors, references, organizations, and countries in the field of chatbot application in language education using VOSviewer. A total of 26 peer-reviewed publications were selected for a systematic review. The findings of the study indicated that chatbots have a positive impact on language learning, although they are limited in terms of facilitating listening and writing practice. The study extended the Human-Organization-Technology (HOT) fit framework for chatbots’ use for language education and discussed the factors that frustrate learners' use of chatbots for language education from human, organization, and technology dimensions. Furthermore, the author further discussed the suggestions for chatbots’ better application for language education based on the three dimensions.

Chatbots in Education: A Dual Perspective on Innovation and Ethics

Chatbots in Education: A Dual Perspective on Innovation and Ethics

Artificial Intelligence in Enhancing Ecology Essays: A Study in a Brazilian High School

In recent years, technological advances have significantly transformed educational practices. The development and adoption of Artificial Intelligence (AI) chatbots in education have recently generated widespread interest from teachers and students. In this context, this research aimed to evaluate the potential of AI resources as an auxiliary instrument in improving dissertation-argumentative essays prepared by second-year high school students on Ecology. This is qualitative research, specifically of the action research type, conducted through three stages. The results show that chatbots can be used as complementary resources in the classroom, in addition to having the potential to optimize the construction of knowledge. Finally, it was observed that chatbots were able to facilitate the application of content and make assessments more engaging and productive.

Integration of chatbots into foreign language learning

Innovative technologies are a part and parcel of modern education. Being integrated in the education process, neural network technologies are of particular interest now. Chatbots are used for different purposes: to gain and consolidate knowledge, to test knowledge, to study foreign languages, to organize the education process, etc. The use of generative AI contributes to education efficiency, improves skills and students’ motivation. One of the most popular and promising generative neural networks is ChatGPT. The use of this chatbot got mixed reviews, and this article examines the possibilities of using chatbots in education. We attempt to use ChatGPT as a support tool for compiling a training manual on developing listening skills for EFL (English as a foreign language) students. We analyze the advantages and disadvantages of using ChatGPT for compiling teaching materials and outline recommendations on how to use this tool efficiently. We found that, in general, the use of ChatGPT optimizes the process of preparing training materials for intermediate-level students. However, it is important to take into account a number of features such as the language register, the genre and text type, semantic breakdown of the text, the risk of neural network making an error, etc. The article concludes that the chatbot, if used correctly, can become an effective virtual assistant for an EFL teacher.

Campus Companion : Creating a Supportive Chat – Assistant for Students

This article explores the creation and usage of chatbots, or intelligent conversational agents, for online communication. Python and other machine learning methods are employed in the chatbot's design. To be more explicit, TensorFlow/Keras is used for natural language processing, MySQL is utilized for database administration, and Flask is used for web hosting. The initiative attempts to accomplish its goals by enhancing the user experience and fostering more effective communication on the website. Using massive datasets, the chatbot will be educated to comprehend users' objectives and offer replies that fit with them. Natural language processing technologies, including voice recognition, natural language interpretation, and natural language production, will be used to foster natural discussions. A number of machine learning approaches, such as transformers, attention processes, and recurrent neural networks, will be investigated in order to classify intent and deliver replies. The objective is to construct a powerful and versatile chatbot that can grasp arguments in their context, preserve the debate's status, and answer in a manner that sounds human. Assessment criteria such as accuracy, recall, and precision will be utilized to develop and adapt the chatbot. Numerous businesses, including education, entertainment, customer service, and other disciplines, may profit from the employment of this chatbot. The implementation of intelligent conversational interfaces on websites has the potential to greatly enhance user experience. Keywords— Chatbot, Flask, MySQL, TensorFlow, Keras, Website Interaction, Natural Language Processing (NLP), Conversational AI, Intent Classification, Response Generation, Machine Learning Models, Recurrent Neural Networks (RNNs), Transformer Models, Attention Mechanisms, User Experience (UX), Contextual Conversations, Dialogue State Management, Human-like Responses, Customer Service Automation, Educational Chatbot, Entertainment Applications.

Tayseer: A Novel AI-Powered Arabic Chatbot Framework for Technical and Vocational Student Helpdesk Services and Enhancing Student Interactions

The rise of conversational agents (CAs) like chatbots in education has increased the demand for advisory services. However, student–college admission interactions remain manual and burdensome for staff. Leveraging CAs could streamline the admission process, providing efficient advisory support. Moreover, limited research has explored the role of Arabic chatbots in education. This study introduces Tayseer, an Arabic AI-powered web chatbot that enables instant access to college information and communication between students and colleges. This study aims to improve the abilities of chatbots by integrating features into one model, including responding with audiovisuals, various interaction modes (menu, text, or both), and collecting survey responses. Tayseer uses deep learning models within the RASA framework, incorporating a customized Arabic natural language processing pipeline for intent classification, entity extraction, and response retrieval. Tayseer was deployed at the Technical College for Girls in Najran (TCGN). Over 200 students used Tayseer during the first semester, demonstrating its efficiency in streamlining the advisory process. It identified over 50 question types from inputs with a 90% precision in intent and entity predictions. A comprehensive evaluation illuminated Tayseer’s proficiency as well as areas requiring improvement. This study developed an advanced CA to enhance student experiences and satisfaction while establishing best practices for education chatbot interfaces by outlining steps to build an AI-powered chatbot from scratch using techniques adaptable to any language.

Investigation of the Strategies to Regulate the Usage of AI Chatbots in Higher Education: Harmonizing Pedagogical Innovation and Cognitive Skill Development

This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact.

Developing Effective Educational Chatbots with GPT: Insights from a Pilot Study in a University Subject

This study presents research on the development process of GPT-based educational chatbots. A case study methodology was employed to address the process of designing, implementing, and evaluating a prototype that functioned as a personal tutor for the Sociology of Education course in the Primary Education Teaching Degree. The objective is to provide valuable insights into the processes, challenges, and outcomes of this technology and to determine its potential and limitations as an educational personal tutor. The chatbot underwent laboratory tests, which included real exams from previous courses and other specific assessments. After an iterative refinement process, a final product with optimal results was achieved. This study offers a robust model for the development of GPTs, as well as an analysis of the current possibilities and limitations of this technology for education. The study concludes by emphasizing the importance of continuous innovation and research in the use of emerging technologies like chatbots in education, highlighting their potential to transform traditional teaching methods.

Implications of AI Chatbots in Education: Challenges and Solution

Implications of AI Chatbots in Education: Challenges and Solution

Developing an Educational Chatbot for Scientific Data Management Course Using DialogFlow

The COVID-19 pandemic has radically altered the worldwide learning environments, setting the stage for Electronic Learning (E-Learning) advancement, where remote learning is facilitated through digital tools. The key stakeholders (professors, teaching assistants, and students) face bottlenecks as they shift to online education providing blended learning. New learning tools based on Natural Language Processing (NLP) are provided. Designing a chatbot is one of the solutions to deal with this issue. Chatbots are simple computer programs that attempt to simulate human conversation using Artificial Intelligence (AI) and NLP. They allow learners to have a standardized learning environment. In this paper, we have set up a chatbot application named Scientific Data Management BOT (SDMBOT) for handling E-Learning activities specifically for Scientific Data Management (SDM) courses based on AI and NLP techniques using Dialogflow Framework, a Google development platform for building NLP-based human-computer interface solutions. SDMBOT was trained on a dataset that was specifically created based on course content. The web or mobile app, via which our built chatbot is available, is used for student interaction. Students can ask the chatbot questions concerning SDM, and the chatbot will process the message and respond to the user by displaying the proper result. The accuracy of the SDM chatbot, which is calculated by using a confusion matrix indicated that our chatbot is 74 % accurate.

CuentosIE: can a chatbot about "tales with a message" help to teach emotional intelligence?

In this article, we present CuentosIE (TalesEI: chatbot of tales with a message to develop Emotional Intelligence), an educational chatbot on emotions that also provides teachers and psychologists with a tool to monitor their students/patients through indicators and data compiled by CuentosIE. The use of "tales with a message" is justified by their simplicity and easy understanding, thanks to their moral or associated metaphors. The main contributions of CuentosIE are the selection, collection, and classification of a set of highly specialized tales, as well as the provision of tools (searching, reading comprehension, chatting, recommending, and classifying) that are useful for both educating users about emotions and monitoring their emotional development. The preliminary evaluation of the tool has obtained encouraging results, which provides an affirmative answer to the question posed in the title of the article.

The role of AI chatbots in scaffolding: Linking learning outcomes with assessment

Emerging discussions highlight the role of chatbots in education, which centres around fundamental perspectives concerning technology as either beneficial or an unnecessary disruption to the learning and assessment processes. However, it is crucial to recognise that no technology can be deemed value-neutral, and technological euphoria often blinds us to the unintended consequences of its use. Hence, there is a need for a practical understanding informed by value-based perspectives to comprehend how the encoded experiences created by ChatGPT transform the teaching of students. This article makes a significant contribution to the field of educational research, as only limited attention has been given to higher education students’ reflections on the pedagogical use of artificial intelligence (AI) chatbots for learning and assessment. The article discusses, through empirical findings, the constructive alignment between learning objectives and assessment when employing AI chatbots. The data collection process revolves around students’ reflective experiences while utilising the potential of ChatGPT, which are subsequently analysed through focused group interviews. The paper, informed by these observational data, presents a conceptual framework for teachers to employ and assess ChatGPT as a means to scaffold learning among students.

Benefits, Challenges, and Methods of Artificial Intelligence (AI) Chatbots in Education: A Systematic Literature Review

In many fields, AI chatbots continue to be popular with new tools and attract the attention of universities, K12 schools, educational organizations, and researchers. The aim of this research is to review the research on AI chatbots by restricting it to the category of education and to examine this research from a methodological point of view. Therefore, we performed a systematic literature review with a sample of 37 SSCI articles published in the educational context. Within the scope of the selected studies, the advantages and disadvantages of AI chatbots in education for students and educators, as well as the types of chatbots used, year, keywords, and method were analyzed. According to the research results, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators. Limited interaction, misleading answers for learners, originality, and plagiarism are the most common disadvantages for educators. The study also includes research results and recommendations related to the methodological review.

The Process Of Building A Virtual Teacher According To Self-Regulated Learning In Teaching Maths In Primary Schools

Chatbot is a program that interacts with users via textual or auditory. Nowadays, Chatbots are widely used in jobs such as virtual assistants for customer care, product introduction, sales, etc. Chatbots have also been applied in many different aspects of the field of education thanks to the benefits it brings including high personalization, high interactivity, speed, accuracy, etc. A popular application of Chatbots in education is using Chatbots to teach. This article analyzes the benefits that Chatbots bring to the field of education, thereby providing a process for designing a teaching Chatbot for a specific lesson in the direction of self-regulated learning to help teachers and educators have orientation in using Chatbot in teaching.

ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia.

The impact of generative artificial intelligence-based Chatbotson medical education, particularly in Southeast Asia, is understudied regarding healthcare students' perceptions of its academic utility. Sociodemographic profiles and educational strategies influence prospective healthcare practitioners' attitudes toward AI tools. This study aimed to assess healthcare university students' knowledge, attitude, and practice regarding ChatGPT for academic purposes. It explored chatbot usage frequency, purposes, satisfaction levels, and associations between age, gender, and ChatGPT variables. Four hundred forty-three undergraduate students at a Malaysian tertiary healthcare institute participated, revealing varying awareness levels of ChatGPT's academic utility. Despite concerns about accuracy, ethics, and dependency, participants generally held positive attitudes toward ChatGPT in academics. Multiple logistic regression highlighted associations between demographics, knowledge, attitude, and academic ChatGPT use. MBBS students were significantly more likely to use ChatGPT for academics than BDS and FIS students. Final-year students exhibited the highest likelihood of academic ChatGPT use. Higher knowledge and positive attitudes correlated with increased academic usage. Most users (45.8%) employed ChatGPT to aid specific assignment sections while completing most work independently. Some did not use it (41.1%), while others heavily relied on it (9.3%). Users also employed it for various purposes, from generating questions to understanding concepts. Thematic analysis of responses showed students' concerns about data accuracy, plagiarism, ethical issues, and dependency on ChatGPT for academic tasks. This study aids in creating guidelines for implementing GAI chatbots in healthcare education, emphasizing benefits, and risks, and informing AI developers and educators about ChatGPT's potential in academia.

A Bibliometric Analysis of Artificial Intelligence Chatbots in Language Education

Chatbots in language education demonstrate promising potential. This study identifies their developmental paths, recent designs, and primary application contexts through a bibliometric and visualization analysis. We find that artificial intelligence chatbots in language education have gained avid interest in recent years due to technological advancements and growing social attention. Research demonstrates an interdisciplinary trend, and integrating various technologies has improved chatbot effectiveness in education. This study identifies popular research issues on chatbots in language education, such as students’ perceptions, effectiveness evaluation, and technological upgrades. Additionally, we find various roles and functions of chatbots in specific language education domains characterized by learning content, strategies, and contexts. This study establishes its significance by summarizing and discussing the effects of artificial intelligence chatbots from a language education perspective. We propose a model for chatbot applications and research in language education that connects technological and pedagogical aspects, which can be extended and validated to broaden future research empirically.

The ethical implications of using generative chatbots in higher education

Incorporating artificial intelligence (AI) into education, specifically through generative chatbots, can transform teaching and learning for education professionals in both administrative and pedagogical ways. However, the ethical implications of using generative chatbots in education must be carefully considered. Ethical concerns about advanced chatbots have yet to be explored in the education sector. This short article introduces the ethical concerns associated with introducing platforms such as ChatGPT in education. The article outlines how handling sensitive student data by chatbots presents significant privacy challenges, thus requiring adherence to data protection regulations, which may not always be possible. It highlights the risk of algorithmic bias in chatbots, which could perpetuate societal biases, which can be problematic. The article also examines the balance between fostering student autonomy in learning and the potential impact on academic self-efficacy, noting the risk of over-reliance on AI for educational purposes. Plagiarism continues to emerge as a critical ethical concern, with AI-generated content threatening academic integrity. The article advocates for comprehensive measures to address these ethical issues, including clear policies, advanced plagiarism detection techniques, and innovative assessment methods. By addressing these ethical challenges, the article argues that educators, AI developers, policymakers, and students can fully harness the potential of chatbots in education, creating a more inclusive, empowering, and ethically sound educational future.