The DOI matches its Crossref record; 82 of the 82 references it cites were found in a registry or an index.
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course
Open accessAbstract
Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes. Based on a mixed-method quasi-experimental approach, ECs were found to improve learning performance and teamwork with a practical impact. Moreover, it was found that ECs facilitated collaboration among team members that indirectly influenced their ability to perform as a team. Nevertheless, affective-motivational learning outcomes such as perception of learning, need for cognition, motivation, and creative self-efficacy were not influenced by ECs. Henceforth, this study aims to add to the current body of knowledge on the design and development of EC by introducing a new collective design strategy and its pedagogical and practical implications.
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“Only two studies reported chatbot use to have a non-significant effect on learning outcomes (Deveci Topal et al., 2021), cognition, motivation, and self-efficacy (Kumar, 2021).”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Kumar, 2021
In the citing paper
“Using chatbots as teaching assistants, learners significantly outperformed those in traditional classroom settings in terms of projected-based learning performance [51].”
From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [51]
In the citing paper
“The students were thus motivated by this learning environment that they considered important and of great benefit, which was as advocated by the learning-based chatbot technology of many studies (Pereira et al., 2019; Yueh and Chiang, 2020; Kumar, 2021; Chang et al., 2022; Troussas et al., 2022).”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Kumar, 2021
In the citing paper
“Despite recent studies (e.g., Deveci Topal et al., 2021; Kumar, 2021) that found no significant influence of chatbot use on K-12 and undergraduate students' cognition and learning achievements, the results of our study highlight the significant potential of chatbot-based learning environments in enhancing and supporting cognitive learning strategies among postgraduate students.”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Kumar, 2021
In the citing paper
“In the educational field, chatbots are increasingly adopted since they support immediate and personalized feedback (Kumar, 2021; Okonkwo & Ade-Ibijola, 2021; Winkler & Söllner, 2018).”
From Designing learning technology collaboratively: analysis of a chatbot co-design (2023) · cites this paper as Kumar, 2021
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“The need for cognition also indicates positive acceptance towards problem-solving (Cacioppo et al., 1996), enjoyment (Park et al., 2008), and it is critical for teamwork, as it fosters team performance and information-processing motivation (Kearney et al., 2009).”
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Cited by
Sorted by citations
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
Wu, R., & Yu, Z. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13334 · Cited by 576
The role of ChatGPT in higher education: Benefits, challenges, and future research directions
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.29 · Cited by 561
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“19 Kumar (2021) [51] 60 (30/30) 10 weeks Teaching assistant Instructional technology Learning achievement”
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Metadata
- Authors
- Kumar, J. A.
- Affiliations
- Universiti Sains Malaysia (MY)
- Corresponding author
- Kumar, Jeya Amantha
- ORCID
- Kumar, Jeya Amantha
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2021-12
- Volume
- 18
- Issue
- 1
- Pages
- 65-65
- ISSN
- 2365-9440 (ISSN-L)
- PMC
- PMC8670881
- OpenAlex
- W4200531362
- Cited by
- 183
- References
- 82
- Citations by year
- 2026: 27 · 2025: 59 · 2024: 45 · 2023: 39 · 2022: 13
- FWCI
- 8.54
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Universiti Sains Malaysia (304/PMEDIA/6315219)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- educational chatbots, project-based learning, team design, learning outcomes, teamwork, collaboration, need for cognition, creative self-efficacy, virtual assistants, design education
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