Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences
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Previous studies assessing the effect of using chatbots in college students' education had an effect size larger than 0.8, so the effect size in this study was set at 0.8, corresponding to a large effect size as presented by Cohen.
“Since previous studies that assessed the effect of using chatbot in college students’ education had an effect size larger than 0.8 [7, 20], the effect size in this study was set at 0.8, which corresponds to a large effect size, as presented by Cohen [21].”
From Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study (2022) · cites this paper as [7]
The choice of a relatively-large effect size of 0.8 in this study was based on previous research examining the effectiveness of chatbots targeting college students, all of which reported effect sizes greater than 0.8.
“The choice of a relatively-large effect size of 0.8 in this study was based on previous research examining the effectiveness of chatbots targeting college students [26, 27], all of whom reported effect sizes greater than 0.8.”
From Development and effects of a chatbot education program for self-directed learning in nursing students (2025) · cites this paper as [27]
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Are We There Yet? - A Systematic Literature Review on Chatbots in Education
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“Since previous studies that assessed the effect of using chatbot in college students’ education had an effect size larger than 0.8 [7, 20], the effect size in this study was set at 0.8, which corresponds to a large effect size, as presented by Cohen [21].”
BackgroundMethodInfluentialEffects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104862 · Cited by 188 · see citing works
Han, J.-W., Park, J., & Lee, H. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07316-2 · Cited by 28 · see citing works
“The choice of a relatively-large effect size of 0.8 in this study was based on previous research examining the effectiveness of chatbots targeting college students [26, 27], all of whom reported effect sizes greater than 0.8.”
Influential
- Authors
- Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A.
- Affiliations
- University of Hong Kong (HK)
- Kyushu Sangyo University (JP)
- Seinan Gakuin University (JP)
- Corresponding author
- Fryer, Luke K.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2020-05
- Volume
- 80
- Pages
- 101850
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W3026635542
- Cited by
- 71
- References
- 74
- Citations by year
- 2026: 16 · 2025: 19 · 2024: 11 · 2023: 11 · 2022: 6 · 2021: 6 · 2020: 2
- FWCI
- 6.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Individual Differences (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-efficacy, interest, self-concept, chatbots, AI-assisted language learning, task interest, course interest, Japanese as a second language, university language courses
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