Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners
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Students' interest in communicating with the chatbot significantly declined in an 8-week longitudinal study where a chatbot was used to teach English.
“one study (Fryer et al., 2017) found that students' interest in communicating with the chatbot significantly declined in an 8-week longitudinal study where a chatbot was used to teach English.”
From Interacting with educational chatbots: A systematic review (2023) · cites this paper as Fryer et al., 2017
The only peer agent that allowed for a free-style conversation was the one described in Fryer et al. (2017).
“Interestingly, the only peer agent that allowed for a free-style conversation was the one described in (Fryer et al., 2017)”
From Interacting with educational chatbots: A systematic review (2023) · cites this paper as Fryer et al., 2017
Students' interest in communicating with the chatbot significantly dropped in a longitudinal study.
“Fryer et al. (2017) found that students' interest in communicating with the chatbot significantly dropped in a longitudinal study.”
From Interacting with educational chatbots: A systematic review (2023) · cites this paper as Fryer et al., 2017
The novelty effect may appear when students are introduced to new technology, and improvement of learning outcomes might result from students' newness to chatbot technology.
“The novelty effect may appear when students are introduced to new technology.The improvement of learning outcomes might result from students' newness to chatbot technology [8].”
From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [8]
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“One widely-cited framework for understanding the development of interest is the Four-Phase Model of Interest Development (Hidi & Renninger, 2006; Renninger & Hidi, 2011).”
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Interacting with educational chatbots: A systematic review
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Self-citation
- Authors
- Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z.
- Affiliations
- The University of Sydney (AU)
- The University of Melbourne (AU)
- Kyushu Sangyo University (JP)
- Corresponding author
- Fryer, Luke K.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2017-10
- Volume
- 75
- Pages
- 461-468
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2617381106
- Cited by
- 448
- References
- 10
- Citations by year
- 2026: 68 · 2025: 75 · 2024: 92 · 2023: 67 · 2022: 45 · 2021: 43 · 2020: 26 · 2019: 19 · 2018: 12 · 2017: 1
- FWCI
- 92.08
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Computers in Human Behavior (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- chatbots, student interest, course interest, task interest, foreign language learning, speaking tasks, novelty effect
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