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Chatbot application in a 5th grade science course

Open access
Deveci Topal, Arzu, Dilek Eren, Canan, Kolburan Geçer, Aynur·2021·Education and Information Technologies
DOI 10.1007/s10639-021-10627-8PMC PMC8211302
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Abstract

This study aims to investigate the effect of chatbots that work with artificial intelligence on the success of students and their opinions about chatbots in the ‘Matter and the changing state of matter’ unit in the 5th grade science course. In addition to text-based functions, the designed chatbot includes a video accessed on the web to support students visually and aurally. The chatbot was designed using the Dialogflow program and an instant messaging program made available to students through a group created on Telegram. The study, which used a quasi-experimental pretest-posttest design, included 41 participants ( n = 20 for the experimental, n = 21 for the control group) studying in the 5th grade of a state secondary school in the 2020-2021 academic year. Results suggest that although there was no significant difference between the experimental and control groups in terms of academic achievement, it was determined that the chatbot application positively affected the online learning experience of the experimental group students. Students’ opinions about the chatbot included that it was useful and fun, they would like to use it for other courses, it provided useful assistance in learning outside the classroom, and it allowed them to repeat the course again. The results showed that, especially during the Covid-19 pandemic, such applications could contribute positively to students’ learning.

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Crossref · 10.1007/s10639-021-10627-8

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34 of 34 references verified0 citation errors · 0 not checkable

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  • Chatbots facilitate immediate user feedback through conversations during the learning process and provide customized contents based on the feedback.

    “Furthermore, it facilitates immediate user feedback through conversations during the learning process, and provides customized contents based on the feedback [6].”

    From Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study (2022) · cites this paper as [6]

    The Findings (page unavailable) report that students could ask the chatbot questions and receive immediate answers, supporting the conversational-response part of the claim. The Introduction mentions collecting course feedback and individualized support, but neither it nor the Findings says the chatbot customized learning content based on users’ feedback. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Prior research examined the impact of chatbot integration with AI on students' online learning experiences, indicating a positive effect.

    “This aligns with prior research [34], which examined the impact of chatbot integration with AI on students’ online learning experiences, indicating a positive effect.”

    From Development and effects of a chatbot education program for self-directed learning in nursing students (2025) · cites this paper as [34]

  • Chatbots may not significantly improve secondary school students' academic performance.

    “However, chatbots may not significantly improve secondary school students' academic performance [3].”

    From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [3]

  • Only two studies reported chatbot use to have a non-significant effect on learning outcomes, cognition, motivation, and self-efficacy.

    “Only two studies reported chatbot use to have a non-significant effect on learning outcomes (Deveci Topal et al., 2021), cognition, motivation, and self-efficacy (Kumar, 2021).”

    From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Deveci Topal et al., 2021

  • The results of this study highlight the significant potential of chatbot-based learning environments in enhancing and supporting cognitive learning strategies among postgraduate students.

    “Despite recent studies (e.g., Deveci Topal et al., 2021; Kumar, 2021) that found no significant influence of chatbot use on K-12 and undergraduate students' cognition and learning achievements, the results of our study highlight the significant potential of chatbot-based learning environments in enhancing and supporting cognitive learning strategies among postgraduate students.”

    From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Deveci Topal et al., 2021

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2 of the 36 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. Abbasi S Kazi H Hussaini NN Effect of chatbot systems on students learning outcomes Sylwan: English Edition 2019 163 10 49 63
  2. Akpullukçu, S. (2011). The effect of inquiry based learning environment in science and technology course on the students' academic achievements, attitudes and retention level. Unpublished master thesis, Dokuz Eylül University, Institute of Education Sciences, İzmir.
  3. Altınok, M.S. (2011). Effect of teaching heat and temperature through laboratory method on achievements of 5th grade students. Unpublished master thesis. Atatürk University, Institute of Education Sciences, Erzurum.
  4. Altunbay, M. & Bıçak, N. (2018). Türkçe eğitimi derslerinde “Z kuşağı” bireylerine uygun teknoloji tabanlı uygulamaların kullanımı (The use of technology based applications suitable for “generation Z” individuals in Turkish education courses). ZeitschriftfürdieWelt der Türken/Journal of World of Turks, 127-142.
  5. Atam, O. (2006). As based on constructivist approaching science and technology lesson, on subject heat-temperature prepared primary education fifth class writing effect academic succes and retention of students. Unpublished master thesis, Çukurova University, Institute of Social Sciences, Adana.
  6. Bağcaz, E. (2009). The effect of inquiry teaching method on students? academic success and on attitude for the science and technology lesson. Unpublished master thesis, Sakarya University Instutute of Science, Sakarya.
  7. Başaran, M., Doğan, E, Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (Covid-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma (A study on effectiveness of distance education, as a return of coronavirus (Covid-19) pandemic process). Academia Eğitim Araştırmaları Dergisi, 5(2), 368-397. Retrieved from https://dergipark.org.tr/en/pub/egitim/issue/54643/753149. Accessed 8 Feb 2021
  8. Demirci N Yavuz G The effect of constructive teaching approach on pupils’ science achievement in buoyancy force. e-Journal of New World Sciences Academy 2009 4 2 508 519
  9. Muramatsu, K., & Wangmo, S. (2020). Comparison of traditional and online education in bhutan. Kidmore End: Academic Conferences International Limited, 607-611.10.34190/EEL.20.085. · DOI

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Authors
Deveci Topal, A., Dilek Eren, C., & Kolburan Geçer, A.
ORCID
Venue
Education and Information Technologies
Publisher
Springer Science and Business Media LLC
Published
2021-06-17
Volume
26
Issue
5
Pages
6241-6265
ISSN
  • 1360-2357 (ISSN-L)
  • 1573-7608
DOI
10.1007/s10639-021-10627-8
PMC
PMC8211302
OpenAlex
W3177215441
Cited by
182
References
36
Citations by year
2026: 30 · 2025: 53 · 2024: 52 · 2023: 38 · 2022: 8 · 2021: 1
FWCI
22.34
Type
journal article
Language
en
Open access
Licence
Locations
  • Education and Information Technologies (publishedVersion, other-oa)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
  • Kocaeli Üniversitesi - AVESİS (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
Keywords
chatbots, artificial intelligence in education, 5th grade science, states of matter, academic performance, student perceptions, online learning, COVID-19 pandemic, Dialogflow, telegrams, elementary school science

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