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Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
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“The University of Toronto, for example, has developed a model in which GenAI is used as a support in evaluation, but without replacing human judgment (Guo et al., 2023).”
From Ethical and regulatory challenges of Generative AI in education: a systematic review (2025) · cites this paper as Guo et al., 2023
In the citing paper
“In a different approach, the University of Toronto has focused its implementation of GenAI on learning assessment, especially automated feedback on essays and written assignments.”
From Ethical and regulatory challenges of Generative AI in education: a systematic review (2025) · cites this paper as Guo et al., 2023
In the citing paper
“This framework regulates the use of GenAI in exams and academic papers, ensuring that final decisions remain in the hands of human professors and evaluators.”
From Ethical and regulatory challenges of Generative AI in education: a systematic review (2025) · cites this paper as Guo et al., 2023
In the citing paper
“In addition, Toronto has implemented an auditing system in which teachers and students can review the AI's recommendations to verify their validity.”
From Ethical and regulatory challenges of Generative AI in education: a systematic review (2025) · cites this paper as Guo et al., 2023
In the citing paper
“To ensure fairness and mitigate algorithmic biases, the university has developed a governance framework in which generative AI can only be used as a Support Tool and not as a substitute for human judgment (Guo et al., 2023).”
From Ethical and regulatory challenges of Generative AI in education: a systematic review (2025) · cites this paper as Guo et al., 2023
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“This result is corroborated by several studies suggesting that chatbots can enhance learning and student satisfaction [4,17,52].”
BackgroundMethodResultInfluentialDesign and assessment of AI-based learning tools in higher education: a systematic review
Luo, J., Zheng, C., Yin, J., & Teo, H. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00540-2 · Cited by 275
“However, another study reported that students assisted by chatbots generated stronger arguments but exhibited no improvement in the complexity of their writing structures compared to those aided by human tutors (Guo et al., 2023).”
Ethical and regulatory challenges of Generative AI in education: a systematic review
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“Argumate is a chatbot designed to collaborate with students and facilitate their construction of arguments when they compose argumentative essays (see Guo et al., 2022, 2023a, 2023b).”
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“Guo et al. (2023) introduced a chatbot named Argumate, designed to assist students in constructing and refuting arguments in their argumentative writing.”
Ma, W., Wen-jing, M., Hu, Y., & Xinyu, B. I. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13128-6 · Cited by 71
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“However, LLM-based systems have not yet been widely applied for debate assistance, with only a few studies exploring how LLMs can support learners during the debate preparation phase [39, 58, 102].”
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BackgroundMethodSun, L., & Zhou, L. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13236-3 · Cited by 30
“In contrast, students in the humanities and social sciences may be more inclined to use GenAI for text generation and language learning to enhance writing skills (Mahapatra, 2024) and language acquisition (Guo et al., 2023).”
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“Another possible explanation is that in Guo et al. (2023), students were asked to formulate arguments individually without a chatbot or peer interaction during the post-test; they were still challenged to propose rebuttals by themselves.”
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“Though contrary to Guo et al. (2023) and Liu et al. (2022), ChatGPT assistance did not increase engagement in task resolution.”
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“The ubiquity of the Internet affords access to online learning materials, artificial intelligence applications, and informative resources (Guo et al., 2023; Kim et al., 2020; Vidergor & Ben-Amram, 2020 ).”
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“Existing research has extensively examined the affordances and limitations of GenAI in language teaching and learning, primarily focusing on linguistic aspects (e.g. improved argumentation skills in K. Guo et al., 2023).”
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Understanding AI-Related Needs of Adolescent Refugee EFL Learners in Türkiye: A Qualitative Study
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“Specifically, the integration of AI technologies can enhance learners’ language skills (Chen, 2024) by offering personalized learning tasks, feedback, and authentic language input (Fryer et al., 2020; Guo et al., 2023).”
Zhang, Y. (2025) · European Journal of Education · doi:10.1111/ejed.70142 · Cited by 7
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Liang, C., Shi, H., Wu, Y., & Li, F. (2025) · Journal of Educational Computing Research · doi:10.1177/07356331251400540 · Cited by 8
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“For exam - ple, the University of Toronto has adopted a model where GenAI supports assessment processes but final decisions remain under human control, thereby ensuring account - ability and quality (Guo et al., 2023).”
The Practice of Enhancing Learning and Scientific Innovative Abilities Using LLM-Based AI Tools
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Metadata
- Authors
- Guo, K., Zhong, Y., Li, D., & Chu, S. K. W.
- Affiliations
- University of Hong Kong (HK)
- Chinese University of Hong Kong (HK)
- Corresponding author
- Li, Danling
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2023-10
- Volume
- 203
- Pages
- 104862
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W4379619507
- Cited by
- 188
- References
- 79
- Citations by year
- 2026: 59 · 2025: 86 · 2024: 36 · 2023: 7
- FWCI
- 17.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers & Education (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- chatbots, argumentation skills, task motivation, argumentative dialogue, AI-assisted learning, undergraduate students, argument structure
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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