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Academic literature on the topic 'Educational chatbot'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Educational chatbot"

Palasundram, Kulothunkan, Nurfadhlina Mohd Sharef, Nurul Amelina Nasharuddin, Khairul Azhar Kasmiran, and Azreen Azman. "Sequence to Sequence Model Performance for Education Chatbot." International Journal of Emerging Technologies in Learning (iJET) 14, no. 24 (December 19, 2019): 56. http://dx.doi.org/10.3991/ijet.v14i24.12187.

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Chatbot for education has great potential to complement human educators and education administrators. For example, it can be around the clock tutor to answer and clarify any questions from students who may have missed class. A chatbot can be implemented either by ruled based or artificial intel-ligence based. However, unlike the ruled-based chatbots, artificial intelli-gence based chatbots can learn and become smarter overtime and is more scalable and has become the popular choice for chatbot researchers recently. Recurrent Neural Network based Sequence-to-sequence (Seq2Seq) model is one of the most commonly researched model to implement artificial intelli-gence chatbot and has shown great progress since its introduction in 2014. However, it is still in infancy and has not been applied widely in educational chatbot development. Introduced originally for neural machine translation, the Seq2Seq model has been adapted for conversation modelling including question-answering chatbots. However, in-depth research and analysis of op-timal settings of the various components of Seq2Seq model for natural an-swer generation problem is very limited. Additionally, there has been no ex-periments and analysis conducted to understand how Seq2Seq model handles variations is questions posed to it to generate correct answers. Our experi-ments add to the empirical evaluations on Seq2Seq literature and provides insights to these questions. Additionally, we provide insights on how a cu-rated dataset can be developed and questions designed to train and test the performance of a Seq2Seq based question-answer model.

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Memon, Zojan, Hamideh Aghian, Muhammad Shahzad Sarfraz, Akhtar Hussain Jalbani, Rozita Jamili Oskouei, Khuda Bux Jalbani, and Ghulam Hussain Jalbani. "Framework for Educational Domain-Based Multichatbot Communication System." Scientific Programming 2021 (May 5, 2021): 1–9. http://dx.doi.org/10.1155/2021/5518309.

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Education is an area where innovation moves slowly. In this study, we will propose a framework with a novel approach that will support the development of a multi-interactive chatbot’s system for an educational area using AIML 2.0. The system will facilitate the students for their learning towards an outcome-based education domain. The proposed framework will be composed of a user module which consists of user and user interface, chat agents module which will respond to the user query, chatbot KB which will act as the brain for the chatbot system, and socket system for establishing the communication link. Finally, the proposed system will be evaluated using a confusion matrix. The multichatbot communication system will support text-based dialogues on a limited set of questions related to education. However, the system will be implemented in java. The outcomes of this research will be useful for the education sector where these intelligent systems will help the students in schools, universities, and other training scenarios.

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Dimitriadis, George. "Evolution in Education: Chatbots." Homo Virtualis 3, no. 1 (June 16, 2020): 47. http://dx.doi.org/10.12681/homvir.23456.

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Artificial intelligence (AI) programs that simulate interactive human conversation, known as Chatbots, are one of the ongoing trends in the global market. Companies adopt Chatbots in order to offer better services to their customers. Businesses have realized that they are able to enhance the process of customer engagement and operational efficiency through Chatbot technology. Furthermore, most of us have experienced communication of this form in many aspects of our everyday life. This paper examines how Chatbots have evolved over the years, what the advantages and disadvantages of using them are and tries to explain the rise taking place nowadays. Subsequently, it explores the potential of applying this technology in educational settings. Personalized and adaptive learning seems to be imperative today and Chatbot technology can offer invaluable services towards that direction. Finally, it investigates the possibility of using them as virtual teaching assistants relieving teachers from the burden of repetitive tasks and helping them focus more on providing quality education to their students.

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Katre, Mandeep. "Chatbot for Career Counselling." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 30, 2021): 2543–54. http://dx.doi.org/10.22214/ijraset.2021.36718.

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A chatbot is a computer application that is developed to prevaricate and process conversation between humans and digital devices offering the users an experience as if they are communicating with a person in real life instead of a digital device. With today’s customers expecting immediacy and actualization in their interactions with devices, the addition of chatbots as a communication channel has become critical to growing demand. This paper presents the design of an expert system for educational guidance for students available after SSC & HSC. This project is aimed to implement a web-based chatbot using Rasa NLU and machine learning algorithms that analyze user’s queries and understand the user's messages. The bot is designed to address the queries of the user related to the courses they should opt for and colleges that offer the course. The user just has to query through the bot and based on the inputs taken from the user the chatbot will accordingly predict a suitable course for the user. The system responds by showcasing the predicted course for the user. The user can access the bot without any pre-registration.

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Jung, Hyojung, Jinju Lee, and Chaeyeon Park. "Deriving Design Principles for Educational Chatbots from Empirical Studies on Human–Chatbot Interaction." Journal of Digital Contents Society 21, no. 3 (March 31, 2020): 487–93. http://dx.doi.org/10.9728/dcs.2020.21.3.487.

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Faqih, Muhammad Izzatul, and Mustofa Mustofa. "SIMPLE CHATBOT DEVELOPMENT TO HELP STUDENTS UNDERSTANDING EDUCATIONAL RESEARCH METHODOLOGY." Phenomenon : Jurnal Pendidikan MIPA 10, no. 1 (December 15, 2020): 75. http://dx.doi.org/10.21580/phen.2020.10.1.7129.

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Penelitian ini bertujuan untuk (1) Mengembangkan chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (2) Mengetahui kelayakan chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan, (3) Mengetahui respon chatbot sederhana untuk membantu mahasiswa memahami metodologi penelitian pendidikan. Jenis penelitian ini adalah penelitian Research and Developement (RND). Teknik pengumpulan data menggunakan observasi, angket, dan dokumentasi. Hasil penelitian aplikasi tersebut layak digunakan yaitu ditandai dengan skor 4,425 yang diberikan oleh 4 ahli teknologi. Pada penilaian SUS aplikasi secara adjective rating bernilai excellent, dengan grade scale bekategori B dan acceptability ranges masuk pada acceptableKata kunci: chatbot, metodologi penelitian pendidikan

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Zahour, Omar. "Towards a Chatbot for educational and vocational guidance in Morocco: Chatbot E-Orientation." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 2 (April 25, 2020): 2479–87. http://dx.doi.org/10.30534/ijatcse/2020/237922020.

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Kadeeva, O. E., and V. N. Syritsyna. "Chatbots and features of their use in education." Informatics in school, no. 10 (December 18, 2020): 45–53. http://dx.doi.org/10.32517/2221-1993-2020-19-10-45-53.

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It's the fact that for decades there has been a search for a system that can imitate human mentors and automate some of their tasks. In the 1980s, intellectual tutoring systems appeared. These are systems that include artificial intelligence and support the student's learning process by offering him expert guidance. However, these are systems that are limited to certain areas of knowledge. Unlike intelligent learning systems, chatbots focus on conversation. Their goal is to achieve interaction in the same patterns as in humans. To maintain conversation, these bots must be able to analyze the environment and offer solutions to problems, interpret emotions of the interlocutor and act accordingly, and also help in learning process. The practical significance of the research presented in the article is that it analyzes the basics of chatbot technology, based on educational needs. Assessment of readiness of chatbot technology for operation at a given moment of time and with modern technological development is given.

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Kharlamenko, I. V., and V. V. Vonog. "Feedback as a form of control in a technogenic educational environment." Informatics and education, no. 5 (July 4, 2020): 44–49. http://dx.doi.org/10.32517/0234-0453-2020-35-5-44-49.

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The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

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Croes, Emmelyn A. J., and Marjolijn L. Antheunis. "Can we be friends with Mitsuku? A longitudinal study on the process of relationship formation between humans and a social chatbot." Journal of Social and Personal Relationships 38, no. 1 (September 25, 2020): 279–300. http://dx.doi.org/10.1177/0265407520959463.

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This explorative study investigated (a) whether social attraction, self-disclosure, interaction quality, intimacy, empathy and communicative competence play a role in getting-acquainted interactions between humans and a chatbot, and (b) whether humans can build a relationship with a chatbot. Although human-machine communication research suggests that humans can develop feelings for computers, this does not automatically imply that humans experience feelings of friendship with a chatbot. In this longitudinal study, 118 participants had seven interactions with chatbot Mitsuku over a 3-week period. After each interaction participants filled out a questionnaire. The results showed that the social processes decreased after each interaction and feelings of friendship were low. In line with the ABCDE model of relationship development, the social processes that aid relationship continuation decrease, leading to deterioration of the relationship. Furthermore, a novelty effect was at play after the first interaction, after which the chatbot became predictable and the interactions less enjoyable.

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Dissertations / Theses on the topic "Educational chatbot"

Lidén, Alexander, and Karl Nilros. "Percieved benefits and limitations of chatbots in higher education." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96327.

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Prior to 2012 artificial intelligence, the study of intelligent agents, followed Moore’s law which states that compute is doubling every two years. Post 2012 it has been doubling every 3.4 months. However, intelligent agents are focusing on human language, and conversation is rarely developed for education. This study investigates a student’s perceived benefits and limitations of chatbots in higher education, by exploring the relative advantage, complexity, and compatibility of a different chatbot functionality. By interviewing students the authors could establish four different themes that perceived to be important when using a chatbot, Decreasing obstacles, Enhanced learning process, Hesitance towards complexity, and Teacher involvement. Overall, this study suggests that it is preferable to start with little functionality and then successively improve. Because smaller implementations with basic functionality are more accepted and useful to students compared to complex AI functionality, and for future implementation, this is something that should be accounted for.
Före 2012 följde Artificiell intelligens, läran om intelligenta agenter Moores lag vilket innebär att data beräkningars kraft fördubblas vartannat år. Efter 2012 har det fördubblats var 3,4 månad. Dock utvecklas ofta de intelligenta agenterna med fokus på det mänskliga språket samt hälsa och sällan för utbildnings syfte. Den här studien undersöker studenters uppfattning om fördelar och nackdelar av chatbotar i högre utbildningssyfte genom att utforska relativa fördelar, svårigheter och kompatibiliteten av olika chatbot funktionaliteter. Genom att intervjua studenter kunde författarna etablera fyra olika teman som uppfattades vara viktiga när en chatbot används, att minska hinder, förbättra lärningsprocessen, tvivel gentemot svårigheter och lärarens medverkan. Sammanfattningsvis pekar denna studie på att det är att föredra att börja utveckla chatbotar med med lite funktionalitet och att sedan successivt öka. Detta för att mindre implementationer med grundlig funktionalitet är mer accepterad och användbar för studenter jämfört med komplex AI funktionalitet, och detta är något att ta hänsyn till i framtida implementationer.

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Müller, Jindřich. "Analýza architektury a implementačních aspektů výukového programu pro zdokonalování sociálních dovedností." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-12040.

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This diploma thesis is study of development of eductional application with game features. Theme of the aplication is developing of social skills. Introduction consists of determination of requirements on process of development and on application itself. The work follows with theoretical basis for particular aspects of developing and selling of application. From technical perspective the work contains detail informations about so called chatbot technologies, it's princips of functioning and evaluation of it's contemporary maturity level with regard to usability in my application. The work ends by concrete proposal of solutin of application based on theoretical findings.

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Orwick, Ogden Sherri L. "Agent for Interactive Student Assistance: A Study of an Avatar-Based Conversational Agent's Impact on Student Engagement and Recruitment at BGSU's College of Technology." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1319804597.

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Roos, Sofie. "Chatbots in education : A passing trend or a valuable pedagogical tool?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355054.

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Digitalizing education and reinventing the learning experience is one of the big challenges in this age of information. In the eld of E-learning, the application of a chatbot as part of the education has shown interesting potential, both as a teaching and administrative tool. Chatbots have been 'trending' for a few years and quite a few papers examining it in the educational sector has been published, albeit very little interest seems to have been given to the summation of this knowledge. In an attempt to fill the knowledge gap this thesis performed a literature study to examine the documented features and possible uses for chatbots in an educational context. Since quite a few chatbot technologies have been developed at this time and exhibit varied functions, this study was limited to only examine bots based on the XML derived language AIML. The results imply that chatbots in education have quite a few uses and even more possible features. An AIML-based chatbot can be both simple and complex to implement, all depending on the effort put into implementation. The tool is diverse and may be used for many different purposes and aims, the only limitation being the creators' creativity and imagination.

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Finch, Dylan Keifer. "Improving and Evaluating Maria: A Virtual Teaching Assistant for Computer Science Education." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98573.

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Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.
Master of Science
Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.

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Illikainen, Leila, and Åsa Riisom. "IKT i vägledning : En studie om vilka problem och möjligheter som arbetsförmedlare upplever med vägledning via chatt." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-188182.

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Syftet med studien är att belysa Arbetsförmedlingens användning av informations- och kommunikationsteknologi (IKT) inom uppdraget orienterande karriärvägledning, och att undersöka vilka problem och möjligheter som arbetsförmedlare upplever i samband med vägledning via chatt, samt om arbetsförmedlarens egna digitala färdigheter har någon betydelse för uppdraget. Arbetsförmedlingen har länge använt sig av chatt i sina kundmöten och sedan hösten 2019 även i vägledning. Användandet av informations- och kommunikationsteknologi ökar i samhället och under 2020 drevs utveckling framåt i en snabbare takt som en följd av den pågående coronapandemin. Det har också ökat behovet av vägledning i samhället eftersom många förlorade sina arbeten. Studiens ansats är kvalitativ och data samlades in genom semistrukturerade intervjuer. Två personer har intervjuats i syfte att få en bakgrundsförståelse för chattens uppkomst på Arbetsförmedlingen. Empirin består av sex intervjuer med arbetsförmedlare med uppdraget orienterande karriärvägledning. Empirin analyseras utifrån tidigare forskning och definierade begrepp. Resultatet visar bland annat på att chattens tillgänglighet passar målgrupper som föredrar att skriva men de som har svårare att uttrycka sig i skrift kanske har svårt att få sina behov tillgodosedda. I och med att kommunikationen i chatten sker via skrift finns det risk för att missförstånd ökar. Det har visat sig vara svårt att svara på komplexa frågeställningar och vid sådana tillfällen har en del vägledare ringt upp kunden. Vägledare väljer den kommunikationskanal där de själva känner sig mest trygga det vill säga i ett samtal via telefonen. Det finns därför stora utvecklingsmöjligheter i att använda chatten som IKT-verktyg inom karriärvägledning. En bättre styrning av vägledningen och ökade digitala färdigheter inom IKT hos vägledarna kan lösa en del av problemen som framkom i studien. Digital kompetens varierar mellan individer och professionella och detta har betydelse oavsett sammanhang.

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Jonsson, Julia. "”E-vägledning, chatt eller vad det nu blir. Det är bara att gilla läget” : Studie- och yrkesvägledares uppfattningar om yrkets digitalisering." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175176.

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Syftet med denna studie var att undersöka studie- och yrkesvägledares uppfattningar om arbetet med digitala verktyg. Utgångspunkten var att undersöka hur vägledaren uppfattar styrdokumenten, verksamhetens interna styrning och individer i behov av vägledning och deras förväntningar om digitalisering. Åtta intervjuer genomfördes med sju vägledare inom vuxenutbildningen och en vägledare inom upphandlad aktör till arbetsförmedlingen. Studien bygger på kvalitativ metod med semistrukturerade intervjuer med utgångspunkt i tidigare forskning, aktuella styrdokument och teoribildning. Resultatet visade att vägledarna arbetar med digitala verktyg som främst bestod av mejl och administrativa system. Styrdokumenten uppfattades av vägledarna som delvis otydliga och utan mål och tidsangivelse. Förväntningarna från verksamheten var skiftande och majoriteten av vägledarna beskrev den som att det fanns en vilja att gå mot digitalisering men inga konkreta planer om genomförande. Resultatet visade också att kollegialt lärande var viktigt i avsaknad av formell kompetensutveckling. Olika aspekter som lyftes fram av vägledarna om digitaliseringen var en oro för att förlora kontakten med dem vägledarna finns till för. Det framkom också tankar om att digitaliseringen kan underlätta det administrativa arbetet och ge mer tid över till vägledarnas främsta kompetens - vägledningssamtal.

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Malm, Tobias. "Organiseringsprocesser i ett popband : bakom kulisser och mellan människor." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115597.

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Det finns ett gap mellan tanke och handling i mindre organisationer. Omedvetenhet om den egna verksamheten har lett till att både lyckad och misslyckad organisering getts missvisande förklaringar. Studiens syfte är därför att utveckla kunskap om och förståelse för organiseringsprocesser i mindre organisationer och specifikt i popband. Forskningsdesignen är en longitudinell fallstudie av ett popband. Metodologin har inspirerats av etnografi och har en abduktiv ansats. Den huvudsakliga datainsamlingstekniken har varit observation av chattande, men direkta observationer, intervjuer och reflektionsmöte har också genomförts. Resultaten visar hur popbandet organiseras i projekt och på vikten av komplexitet och den gemensamma mening som det kan skapa. Stöd har tagits i Czarniawskas organiseringsteori och Weicks teori om meningsskapande. Slutsatsen dras att ihållande och sammanhängande organiseringsprocesser är förbundna med kollektiva meningsprocesser. Strävan efter gemensam mening är en strävan efter att förverkliga organisationen som ett kollektiv. Implikationerna för välfungerande verksamhet i mindre organisationer föreslås vara att sträva efter komplexitet genom att involvera alla deltagares mest meningsfulla projekt i varandra, att schemalägga träffar och att sätta multipla deadlines, samt att undvika enväldigt ledarskap, att undvika konkurrerande kompiskollektiv, att undvika delegering och tilldelning av ansvarsområden och att undvika strävan efter en gemensam syn på verksamheten.
There is a gap between thought and action in smaller organizations. Unawareness of its own activities has led to misleading explanations for both successful and unsuccessful organizing. This study therefore aims to develop knowledge and understanding of processes of organizing in smaller organizations and specifically in pop bands. The research design is a longitudinal case study of a pop band. The methodology was inspired by ethnography and has an abductive approach. The main source for data collection has been observation of chatting, however direct observations, interviews and a meeting of stimulated recall has also been conducted. The results show how the pop band is organized in projects and the importance of complexity and the collective sense that it can make. Analysis is based on Czarniawska's theory of organizing and Weick's theory of sensemaking. It is concluded that sustained and coherent processes of organizing are associated with processes of collective sensemaking. An endeavor for collective sense is an endeavor to realize the organization as a collective. The implications for well-functioning activities in smaller organizations proposed to be to endeavor for complexity by involving the most sensible projects according to all participants into one another, and to schedule meetings and to have multiple deadlines, and avoid authoritarian leadership, avoid competing buddy collective, avoid delegation and allocation of areas of responsibility and avoid the pursuit of a common view.

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CHAN, JO-NAN, and 詹若男. "Exploring the application of chatbot for disease awareness based on Theory of Planned Behavior – A case of disease educational tool: stroke chatbot." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/f9yq8v.

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碩士
東海大學
高階經營管理碩士在職專班
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Disease prevention and treatment concept do could improve the incidence and harm of the disease. Therefore, the health authorities and medical institutions continue to cooperate to launch a number of popular pilot projects for common diseases of Taiwanese. And there is a lot of evidence that the proportion of people who can be delivered to hospitals during the golden “therapeutic window” after the occurrence of stroke is still low. There are still much efforts we should do to promote the educational concept of stroke. Affected by smart technology, the human life style is changing. The internet is being used more widely. Since the smart phone market is widely open and the 4G network time is coming. It improves the convenience of using the internet. In the existing society, only a few people do not use the Internet with their mobile. The market for smart phones is driving the advancement of mobile device with software APP. When the LINE APP was launched, the convenience of instant message helps people closer to each other. LINE Taiwan has the highest market penetration rate in the world, with a market population of 89%. And more than one-third of the population use LINE for voice and video calls every day. It is obvious that LINE has become the most important communication channel for people's daily life and work. In addition, many companies have begun to use the LINE official platform to close the distance with customers and consumers, and combined with artificial intelligence technology chat robot to interact with people at the same time. It can help consumer to solve the problems rapidly and more conveniently. Therefore, we try to use the chatbot as the educational assistant for the stroke awareness, and it will can be extended to another health caring system if it work. Therefore, the medical resources can be used more efficiently in the near future.

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Wesley, Anila. "Interactive FAQ system in e-learning environment using chatbot." Master's thesis, 2021. http://hdl.handle.net/10400.2/10834.

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Durante os primeiros dias na universidade em um ambiente virtual de aprendizagem, os alunos terão muitas dúvidas e confusão sobre o modelo pedagógico, notas de aprovação e vários outros fatores. Essas perguntas tendem a se repetir a cada ano e um tutor responde a essas perguntas individualmente. O aluno pode obter uma resposta após um número mínimo de dias. Para resolver este problema, pretendemos criar um chatbot para responder às FAQs durante os primeiros dias do semestre e fornecer o suporte necessário para os alunos durante a fase de transição. As vantagens deste chatbot é que ele pode atender os alunos instantaneamente 24 horas, 365 dias, independentemente do local, dia e fuso horário do aluno. Outra vantagem é que aumenta a interação, o que proporciona uma sensação de apoio aos alunos. Chatbot é criado usando IBM Watson. Os diálogos necessários são alimentados no Watson na forma de intents. Em seguida, um sistema de diálogo é projetado para se comunicar com os alunos, conectando as intenções. Este serviço é então integrado ao ambiente virtual de aprendizagem por meio de um plugin para ajudar os alunos a obter respostas dentro do próprio ambiente de aprendizagem.
During the initial days in the university in a virtual learning environment, students will have lot of questions and confusion on the pedagogical model, pass marks and several other factors. These questions tend to repeat every year and a tutor replies to these questions individually. The student will get a response after a minimal number of days from the tutor. To solve this problem, we intend to create a chatbot to answer the FAQs during their initial days of the semester and to provide the necessary support for the students during the transition phase. Advantages of this chatbot is that it can provide answer to students’ queries instantly which is 24 hours, 365 days despite of the place, date and time zone of the student. Another advantage is that it enhances interaction which provides a feel of support to the students. Chatbot is created using IBM Watson. The necessary dialogues are fed into Watson in the form of intents. Then a dialog system is designed to communicate with students by connecting the intents. This service is then integrated into the virtual learning environment using a HTML block to help students by providing them support within learning environment itself.

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Books on the topic "Educational chatbot"

Beaven, Tita, and Fernando Rosell-Aguilar, eds. Innovative language pedagogy report. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.9782490057863.

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The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets.

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Book chapters on the topic "Educational chatbot"

Sinha, Sharob, Shyanka Basak, Yajushi Dey, and Anupam Mondal. "An Educational Chatbot for Answering Queries." In Advances in Intelligent Systems and Computing, 55–60. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7403-6_7.

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Hobert, Sebastian, and Florian Berens. "Small Talk Conversations and the Long-Term Use of Chatbots in Educational Settings – Experiences from a Field Study." In Chatbot Research and Design, 260–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39540-7_18.

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Al Muid, Md Abdullah, Md Masum Reza, Ruhullah Bin Kalim, Nayeem Ahmed, Md Tarek Habib, and Md Sadekur Rahman. "EduBot: An Unsupervised Domain-Specific Chatbot for Educational Institutions." In Artificial Intelligence and Industrial Applications, 166–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53970-2_16.

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Mrsic, Leo, Tomislav Mesic, and Mislav Balkovic. "Cognitive Services Applied as Student Support Service Chatbot for Educational Institution." In Advances in Intelligent Systems and Computing, 417–24. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1286-5_35.

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Pesonen, Joonas A. "‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 199–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_13.

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AbstractChatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.

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Plantak Vukovac, Dijana, Ana Horvat, and Antonela Čižmešija. "Usability and User Experience of a Chat Application with Integrated Educational Chatbot Functionalities." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 216–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_14.

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Paredes, Sandra Gudino, and Felipe de Jesús Jasso Peña. "Chatbots in Higher Education: Adapting the Educational Transformation Cycle." In Digital Education Pedagogy, 1–21. Includes bibliographical references and index.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9781003009214-1.

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Ouatu, Bogdan-Ioan, and Daniela Gifu. "Chatbot, the Future of Learning?" In Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, 263–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7383-5_23.

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Sjöström, Jonas, and Maritha Dahlin. "Tutorbot: A Chatbot for Higher Education Practice." In Designing for Digital Transformation. Co-Creating Services with Citizens and Industry, 93–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64823-7_10.

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Clarizia, Fabio, Francesco Colace, Marco Lombardi, Francesco Pascale, and Domenico Santaniello. "Chatbot: An Education Support System for Student." In Cyberspace Safety and Security, 291–302. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01689-0_23.

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Conference papers on the topic "Educational chatbot"

Jaiwai, Mathawan, Kanokwatt Shiangjen, Surangkana Rawangyot, Sakpan Dangmanee, Thanakrit Kunsuree, and Autchadaporn Sa-nguanthong. "Automatized Educational Chatbot using Deep Neural Network." In 2021 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunication Engineering. IEEE, 2021. http://dx.doi.org/10.1109/ectidamtncon51128.2021.9425716.

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Kumar, M. Naveen, P. C. Linga Chandar, A. Venkatesh Prasad, and K. Sumangali. "Android based educational Chatbot for visually impaired people." In 2016 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2016. http://dx.doi.org/10.1109/iccic.2016.7919664.

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Mondal, Anupam, Monalisa Dey, Dipankar Das, Sachit Nagpal, and Kevin Garda. "Chatbot: An automated conversation system for the educational domain." In 2018 International Joint Symposium on Artificial Intelligence and Natural Language Processing (iSAI-NLP). IEEE, 2018. http://dx.doi.org/10.1109/isai-nlp.2018.8692927.

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Groetsch, Eberhard, Alfredo Pina, Roman Balandin, Andre Barthel, and Maximilian Hegwein. "An Educational Talking Toy based on an Enhanced Chatbot." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005452403600363.

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Nasharuddin, Nurul Amelina, Nurfadhlina Mohd Sharef, Evi Indriasari Mansor, Normalia Samian, Masrah Azrifah Azmi Murad, Mohd Khaizer Omar, Noreen Izza Arshad, Faaizah Shahbodin, and Mohammad Hamiruce Marhaban. "Designing an Educational Chatbot: A Case Study of CikguAIBot." In 2021 Fifth International Conference on Information Retrieval and Knowledge Management (CAMP). IEEE, 2021. http://dx.doi.org/10.1109/camp51653.2021.9498011.

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Chun Ho, Chan, Ho Lam Lee, Wing Kwan Lo, and Kwok Fai Andrew Lui. "Developing a Chatbot for College Student Programme Advisement." In 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00021.

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Kovtun, Liliya, Anastasia Lazareva, and Ekaterina Polyanskaya. "TELEGRAM CHATBOT AS AN EDUCATIONAL TOOL IN BLENDED LEARNING ENVIRONMENT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1851.

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"How to Program a Chatbot – An Introductory Project and Student Perceptions." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4283.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: In this article, we introduced a project on teaching chatbot programming in an information systems class. Background: One of the most fascinating developments in computer user interfaces in recent years is the rise of “chatbots”. Yet extent information system (IS) curriculum lacks teaching resources on chatbots programming. To better prepare students for this new technological development and to enhance the IS curriculum, we introduce a project that teaches students how to program simple chatbots, including a transactional chatbot and a conversational chatbot. Methodology: We introduce a project that teaches students how to program two types of simple chatbots, a transactional chatbot and a conversational chatbot. Following the project instructions, students can get their first intelligent chatbots up and running in a few hours using Slack. This article describes the project in detail as well as students’ perceptions. We also conducted a survey to examine students’ perceptions on their learning experience. The survey results are reported as well. Findings: Our survey on students’ perception of the project finds that learning chatbots is deemed very useful because chatbot programming projects have enabled the students to understand the subject better. We also found that social influence has positively motivated the students to learn chatbot programming. Though most of the students have no prior experiences programming chatbots, their self-efficacy towards chatbot programming remained quite high after working through the programming project. Despite the difficult tasks, over 71% of respondents agree to various degrees that chatbot programming is fun. Though most students agree that chatbot programming is not easy to learn, more than 70% of respondents indicated that they will use or learn chatbots in the near future. The overwhelmingly positive responses are impressive given that this is the first time for the students to program and learn chatbots. Future Research: For future work, we plan to expand the teaching resources to cover more advanced chatbot programming projects, such as on how to make chatbot more human-like.

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Lee, Lap-Kei, Yin-Chun Fung, Yau-Wai Pun, Ka-Kin Wong, Maverick Tai-Yin Yu, and Nga-In Wu. "Using a Multiplatform Chatbot as an Online Tutor in a University Course." In 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00021.

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Shih, Deng-Teng. "Way Finding Design of Museum Docent Chatbot with Curation Based on Gamification." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0220.

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Reports on the topic "Educational chatbot"

Garcia Brustenga, Guillem, Marc Fuertes Alpiste, and Núria Molas Castells. Briefing Paper: Chatbots in Education. Universitat Oberta de Catalunya (UOC), September 2018. http://dx.doi.org/10.7238/elc.chatbots.2018.

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