Impacts of an AI-based chabot on College students' after-class review, academic performance, self-efficacy, learning attitude, and motivation
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Chatbots that operated as teaching assistants provided academic knowledge, offered formative feedback, and enabled scaffolded learning.
“The chatbots that operated as teaching assistants provided academic knowledge ([41,[48], [49], [50]]), offered formative feedback to EFL learners [45], and enabled scaffolded learning ([22,27,31,42,51]).”
Most experiments were conducted over a brief period, ranging from two 50-min experiments to a three-month quasi-experimental study.
“Most experiments were conducted over a brief period, ranging from two 50-min experiments [50] to a three-month quasi-experimental study ([41,45,47,51]).”
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- Authors
- Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y.
- Affiliations
- National Taiwan University of Science and Technology (TW)
- Corresponding author
- Hwang, Gwo-Jen
- Venue
- Educational Technology Research and Development
- Published
- 2022-08-01
- Volume
- 70
- Issue
- 5
- Pages
- 1843-1865
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W4289260799
- Cited by
- 323
- References
- 77
- Citations by year
- 2026: 98 · 2025: 132 · 2024: 64 · 2023: 29
- FWCI
- 56.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Technology Research and Development (publishedVersion)
- Funders
- Ministry of Science and Technology, Taiwan (MOST-109-2511-H-011-002-MY3)
- 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
- AI chatbots, student self-regulation, academic performance, self-efficacy, learning attitude, student motivation, public health education, immediate feedback, university students
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