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Cited by 429Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningAI in Service Interactions

The DOI matches its Crossref record; 46 of the 47 references it cites were found in a registry or an index.

The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education

Open access
Essel, Harry Barton, Vlachopoulos, Dimitrios, Tachie-Menson, Akosua, Johnson, Esi Eduafua, Baah, Papa Kwame·2022·International Journal of Educational Technology in Higher Education
DOI 10.1186/s41239-022-00362-6
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Abstract

Abstract Chatbot usage is evolving rapidly in various fields, including higher education. The present study’s purpose is to discuss the effect of a virtual teaching assistant (chatbot) that automatically responds to a student’s question. A pretest–posttest design was implemented, with the 68 participating undergraduate students being randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data was garnered utilizing an academic achievement test and focus groups, which allowed more in depth analysis of the students’ experience with the chatbot. The results of the study demonstrated that the students who interacted with the chatbot performed better academically comparing to those who interacted with the course instructor. Besides, the focus group data garnered from the experimental cohort illustrated that they were confident about the chatbot’s integration into the course. The present study essentially focused on the learning of the experimental cohort and their view regarding interaction with the chatbot. This study contributes the emerging artificial intelligence (AI) chatbot literature to improve student academic performance. To our knowledge, this is the first study in Ghana to integrate a chatbot to engage undergraduate students. This study provides critical information on the use and development of virtual teaching assistants using a zero-coding technique, which is the most suitable approach for organizations with limited financial and human resources.

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Show all 47 references

Research works printed but not linked: 8

  1. Essel, H. B., Butakor, P. K., & Nortey, S. (2019). Summative e-examination for high stake assessment in higher education: A case of undergraduate students at the Kwame Nkrumah University of Science and Technology. Global Journal of Human-Social Science: Arts & Humanities-Psychology, 19, 03.
  2. Gupta, S., Jagannath, K., Aggarwal, N., Sridar, R., Wilde, S., & Chen, Y. (2019). Artificially intelligently (AI) tutors in the classroom: A need assessment study of designing chatbots to support student learning. Twenty-third pacific Asia conference on information systems. 8–12 July, Xi’an, China.
  3. Hasançebi, B., Terzi, Y., & Küçük, Z. (2020). Distractor analysis based on item difficulty index and item discrimination index. Gümüshane University Journal of Science Institute, 10(1), 224–240.
  4. Hiremath, G., Hajare, A., Bhosale, P., Nanaware, R., & Wagh, K. S. (2018). Chatbot for education system. International Journal of Advance Research, Ideas and Innovations in Technology, 4(3), 37–43.
  5. Okonkwo, C. W., & Ade-Ibijola, A. (2020). Python-Bot: A chatbot for teaching python programming. Engineering Letters, 29(1), 25–34.
  6. Satam, S., Nimje, T., Shetty, S., & Kurle, S. (2020). Mentoring Chatbot using Artificial Intelligence Framework. SAMRIDDHI: A Journal of Physical Sciences, Engineering and Technology, 12(1), 151–156.
  7. Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers and Education. https://doi.org/10.1016/j.compedu.2020.103862,103862 · DOI
  8. Tsyhaniuk, D., & Akenten, W. N. (2021). Examining budgeting and fund allocation in higher education. Financial Markets, Institutions and Risks. https://doi.org/10.21272/fmir.5(4).128-138.202 · DOI

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Metadata

Authors
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K.
Affiliations
  • Kwame Nkrumah University of Science and Technology (GH)
  • Erasmus University Rotterdam (NL)
Corresponding author
Vlachopoulos, Dimitrios
ORCID
Venue
International Journal of Educational Technology in Higher Education
Publisher
Springer Science and Business Media LLC
Published
2022-11-15
Volume
19
Issue
1
ISSN
2365-9440 (ISSN-L)
DOI
10.1186/s41239-022-00362-6
OpenAlex
W4308947461
Cited by
428
References
47
Citations by year
2026: 100 · 2025: 146 · 2024: 114 · 2023: 67 · 2022: 1
FWCI
81.21
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, other-oa)
  • Greater South Information System
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, virtual teaching assistants, artificial intelligence in education, academic performance, undergraduate students, student perceptions, Ghanaian higher education

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