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Cited by 111Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningAI in Service Interactions

The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.

Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning

Open access
Sáiz-Manzanares, María Consuelo, Marticorena-Sánchez, Raúl, Martín-Antón, Luis Jorge, González Díez, Irene, Almeida, Leandro·2023·Heliyon
DOI 10.1016/j.heliyon.2023.e12843PMC PMC9871218
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Abstract

Chatbots are a promising resource for giving students feedback and helping them deploy metacognitive strategies in their learning processes. In this study we worked with a sample of 57 university students, 42 undergraduate and 15 Master's degree students in Health Sciences. A mixed research methodology was applied. The quantitative study analysed the influence of the variables educational level (undergraduate vs. master's degree) and level of prior knowledge on the frequency of chatbot use (low vs. average), learning outcomes, and satisfaction with the chatbot's usefulness. In addition, we examined whether the frequency of chatbot use depended on students' metacognitive strategies. The qualitative study analysed the students' suggestions for improvement to the chatbot and the type of questions it used. The results indicated that the level of degree being studied influenced the frequency of chatbot use and learning outcomes, with Master's students exhibiting higher levels of both, but levels of prior knowledge only influenced learning outcomes. Significant differences were also found in students' perceived satisfaction with the use of the chatbot, with Master's students scoring higher, but not with respect to the level of prior knowledge. No conclusive results were found regarding frequency of chatbot use and the levels of students' metacognitive strategies. Further studies are needed to guide this research based on the students' suggestions for improvement.

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Crossref · 10.1016/j.heliyon.2023.e12843

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Figures

Fig. 1 Metacognitive and information support strategies: relating the theories of Roman and Poggioli (2013) and Veenman et al. (2006) (Note to editor: Fig. 1 in case of publication of the manuscript should be in colour).. (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 1 Metacognitive and information support strategies: relating the theories of Roman and Poggioli (2013) and Veenman et al. (2006) (Note to editor: Fig. 1 in case of publication of the manuscript should be in colour).. (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central
Fig. 2 Diagram of the state of the art in ALT, SRL, Chatbots, Students ‘satisfaction and Chatbot usability.
Fig. 2 Diagram of the state of the art in ALT, SRL, Chatbots, Students ‘satisfaction and Chatbot usability.CC BY-NC-ND · PubMed Central
Fig. 3 Monitoring the use of the chatbot with the Monitor application throughout the semester (12 weeks) (Note to editor: Fig. 2 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 3 Monitoring the use of the chatbot with the Monitor application throughout the semester (12 weeks) (Note to editor: Fig. 2 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central
Fig. 4 Chatbot functioning within a subject on the Moodle-based platform, UBUVirtual (Note to editor: Fig. 3 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 4 Chatbot functioning within a subject on the Moodle-based platform, UBUVirtual (Note to editor: Fig. 3 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central
Fig. 5 Sankey plot of the categorisation of the answers given to the open question “positive aspects of chatbot use" (Note to editor: Fig. 4 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 5 Sankey plot of the categorisation of the answers given to the open question “positive aspects of chatbot use" (Note to editor: Fig. 4 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central
Fig. 6 Sankey diagram of the categorisation of the answers given to the open question “aspects to be included in the chatbot" (Note to editor: Fig. 5 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 6 Sankey diagram of the categorisation of the answers given to the open question “aspects to be included in the chatbot" (Note to editor: Fig. 5 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central
Fig. 7 Sankey diagram of the categorisation of the answers given to the open question “aspects to eliminate in the chatbot" (Note to editor: Fig. 6 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)
Fig. 7 Sankey diagram of the categorisation of the answers given to the open question “aspects to eliminate in the chatbot" (Note to editor: Fig. 6 in case of publication of the manuscript should be in colour)... (For interpretation of the references to colour in this figure legend, the reader is referred to the Web version of this article.)CC BY-NC-ND · PubMed Central

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Research works printed but not linked: 2

  1. Reoyo, 2017, Characteristics of teaching effectiveness from the perspectives of teachers and future secondary school teachers, Rev. Educ., 376, 62
  2. Gupta, 2019, vol. 213

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Metadata

Authors
Sáiz-Manzanares, M. C., Marticorena-Sánchez, R., Martín-Antón, L. J., González Díez, I., & Almeida, L.
Affiliations
University of Minho (PT)
ORCID
Venue
Heliyon
Publisher
Elsevier BV
Published
2023-01
Volume
9
Issue
1
Pages
e12843
ISSN
2405-8440 (ISSN-L)
DOI
10.1016/j.heliyon.2023.e12843
PMC
PMC9871218
OpenAlex
W4318264071
Cited by
96
References
65
Citations by year
2026: 13 · 2025: 30 · 2024: 29 · 2023: 24
FWCI
22.53
Type
journal article
Language
en
Open access
Licence
Locations
  • Heliyon (publishedVersion, cc-by-nc-nd)
  • PubMed Central (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • Repositorio Institucional de la Universidad de Burgos (University of Burgos) (submittedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Gobierno de España Ministerio de Ciencia e Innovación (PID2020-117111RB-I00)
  • Ministerio de Ciencia e Innovación
Topics
  • Social Sciences › Education › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Social Sciences › Business, Management and Accounting › Marketing › AI in Service Interactions
Keywords
chatbots, student self-regulation, student satisfaction, metacognitive strategies, learning outcomes, prior knowledge, educational attainment, health sciences students

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