“Integrating an adjusted conversational agent into a mobile-assisted language learning application.”
Abstract
Conversational interfaces are used for a variety of applications. They are constructed to offer useful services and to interact with the users in order to assist them. Towards this direction, the current paper presents the incorporation of the interactive chatterbot ALICE in a mobile-assisted English language learning application. This chatterbot is further enriched with mechanisms in order to support students while learning vocabulary in English. As such, apart from making conversation with this conversational agent, they can practice their vocabulary or even be evaluated by the chatterbot. Hence, this study offers a fertile ground to enhance pedagogical results such as fostering motivation and engagement, incrementing crucial language learning and assisting in the acquisition of cognitive skills. Finally, the students can chat with the pedagogic conversational agent either orally or by writing.
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Prior studies developed chatbot systems and tested their impact on the language learning outcomes of K-12 students.
“All the aforementioned studies developed chatbot systems and tested their impact on the language learning outcomes of K-12 students.”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Troussas et al. (2017)
Cites
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Troussas, C., Virvou, M. K., & Alepis, E. (2013) · SpringerPlus · doi:10.1186/2193-1801-2-387 · Cited by 35 · see citing works
Self-citationTroussas, C., Virvou, M. K., & Espinosa, K. J. (2016) · Journal of Networks · doi:10.4304/jnw.10.12.668-674 · Cited by 24 · see citing works
Self-citationTowards a Game-Chatbot: Extending the Interaction in Serious Games
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Chatbots applications in education: A systematic review
Okonkwo, C. W., & Ade-Ibijola, A. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100033 · Cited by 879 · see citing works
Ethical issues of the use of AI-driven mobile apps for education
Klimova, B., Pikhart, M., & Kacetl, J. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2022.1118116 · Cited by 173 · see citing works
Al-Abdullatif, A. M. (2023) · Education Sciences · doi:10.3390/educsci13111151 · Cited by 102 · see citing works
Al-Abdullatif, A. M., Al-Dokhny, A. A., & Drwish, A. M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1129070 · Cited by 80 · see citing works
- Authors
- Troussas, C., Krouska, A., & Virvou, M.
- Affiliations
- University of Piraeus (GR)
- Venue
- 2017 IEEE 29th International Conference on Tools with Artificial Intelligence (ICTAI)
- Publisher
- IEEE
- Published
- 2017-11
- Pages
- 1153-1157
- ISSN
- 1082-3409 (ISSN-L)
- OpenAlex
- W2807614947
- Cited by
- 32
- References
- 12
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 5 · 2023: 11 · 2022: 4 · 2021: 1 · 2020: 2 · 2019: 2
- FWCI
- 0.50
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE International Conference on Tools with Artificial Intelligence (ICTAI) (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Speech and dialogue systems
- Keywords
- chatbots, ALICE, mobile-assisted language learning, English vocabulary learning, vocabulary exercises, vocabulary assessment, student motivation, student engagement
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