Chatbot learning partners: connecting learning experiences, interest and competence
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The more meaningful the learning environment is for students, the more motivated to learn, and the more involved in learning activities, they will be.
“The more meaningful the learning environment is for students, the more motivated to learn, and the more involved in learning activities, they will be (Fryer et al., 2019; Yin et al., 2021).”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Fryer et al., 2019
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- Authors
- Fryer, L. K., Nakao, K., & Thompson, A.
- Affiliations
- University of Hong Kong (HK)
- Seinan Gakuin University (JP)
- Kyushu Sangyo University (JP)
- Corresponding author
- Fryer, Luke K.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2019-04
- Volume
- 93
- Pages
- 279-289
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2904976895
- Cited by
- 470
- References
- 53
- Citations by year
- 2026: 46 · 2025: 108 · 2024: 115 · 2023: 89 · 2022: 44 · 2021: 38 · 2020: 22 · 2019: 8
- FWCI
- 23.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in Human Behavior (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- chatbots, conversation practice, language learning, task interest, student learning interest, language competence, human-chatbot interaction, speech-to-text, novelty effect, student engagement, chatbot development
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