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The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education
Open accessAbstract
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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“Through the pretest-posttest design, Ghanaian undergraduate students in the chatbot group better performed academically than those interacting with instructors [33].”
From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [33]
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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
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2022-11-15
- Volume
- 19
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- 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
- diamond
- doi.org
- 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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