IDEAS home Printed from https://ideas.repec.org/a/spr/infosf/v25y2023i1d10.1007_s10796-022-10291-4.html
   My bibliography  Save this article

Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success

Author

Listed:
  • Yu Chen

    (San Jose State University)

  • Scott Jensen

    (San Jose State University)

  • Leslie J. Albert

    (San Jose State University)

  • Sambhav Gupta

    (San Jose State University)

  • Terri Lee

    (San Jose State University)

Abstract

In higher education, low teacher-student ratios can make it difficult for students to receive immediate and interactive help. Chatbots, increasingly used in various scenarios such as customer service, work productivity, and healthcare, might be one way of helping instructors better meet student needs. However, few empirical studies in the field of Information Systems (IS) have investigated pedagogical chatbot efficacy in higher education and fewer still discuss their potential challenges and drawbacks. In this research we address this gap in the IS literature by exploring the opportunities, challenges, efficacy, and ethical concerns of using chatbots as pedagogical tools in business education. In this two study project, we conducted a chatbot-guided interview with 215 undergraduate students to understand student attitudes regarding the potential benefits and challenges of using chatbots as intelligent student assistants. Our findings revealed the potential for chatbots to help students learn basic content in a responsive, interactive, and confidential way. Findings also provided insights into student learning needs which we then used to design and develop a new, experimental chatbot assistant to teach basic AI concepts to 195 students. Results of this second study suggest chatbots can be engaging and responsive conversational learning tools for teaching basic concepts and for providing educational resources. Herein, we provide the results of both studies and discuss possible promising opportunities and ethical implications of using chatbots to support inclusive learning.

Suggested Citation

  • Yu Chen & Scott Jensen & Leslie J. Albert & Sambhav Gupta & Terri Lee, 2023. "Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success," Information Systems Frontiers, Springer, vol. 25(1), pages 161-182, February.
    • Handle: RePEc:spr:infosf:v:25:y:2023:i:1:d:10.1007_s10796-022-10291-4
    DOI: 10.1007/s10796-022-10291-4
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s10796-022-10291-4
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s10796-022-10291-4?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Rangina Ahmad & Dominik Siemon & Ulrich Gnewuch & Susanne Robra-Bissantz, 2022. "Designing Personality-Adaptive Conversational Agents for Mental Health Care," Information Systems Frontiers, Springer, vol. 24(3), pages 923-943, June.
    2. Jaana Porra & Mary Lacity & Michael S. Parks, 2020. "“Can Computer Based Human-Likeness Endanger Humanness?” – A Philosophical and Ethical Perspective on Digital Assistants Expressing Feelings They Can’t Have”," Information Systems Frontiers, Springer, vol. 22(3), pages 533-547, June.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Zhang, Zhuo, 2023. "The impact of the artificial intelligence industry on the number and structure of employments in the digital economy environment," Technological Forecasting and Social Change, Elsevier, vol. 197(C).
    2. Firuz Kamalov & David Santandreu Calonge & Ikhlaas Gurrib, 2023. "New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution," Sustainability, MDPI, vol. 15(16), pages 1-27, August.
    3. Naseer Abbas Khan & Robin Maialeh & Maria Akhtar & Muhammad Ramzan, 2024. "The Role of AI Self-Efficacy in Religious Contexts in Public Sector: The Social Cognitive Theory Perspective," Public Organization Review, Springer, vol. 24(3), pages 1015-1036, September.
    4. Denis Dennehy & Anastasia Griva & Nancy Pouloudi & Yogesh K. Dwivedi & Matti Mäntymäki & Ilias O. Pappas, 2023. "Artificial Intelligence (AI) and Information Systems: Perspectives to Responsible AI," Information Systems Frontiers, Springer, vol. 25(1), pages 1-7, February.
    5. Ali, Omar & Murray, Peter A. & Momin, Mujtaba & Al-Anzi, Fawaz S., 2023. "The knowledge and innovation challenges of ChatGPT: A scoping review," Technology in Society, Elsevier, vol. 75(C).
    6. Ali, Omar & Murray, Peter A. & Momin, Mujtaba & Dwivedi, Yogesh K. & Malik, Tegwen, 2024. "The effects of artificial intelligence applications in educational settings: Challenges and strategies," Technological Forecasting and Social Change, Elsevier, vol. 199(C).

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Babak Abedin & Christian Meske & Iris Junglas & Fethi Rabhi & Hamid R. Motahari-Nezhad, 2022. "Designing and Managing Human-AI Interactions," Information Systems Frontiers, Springer, vol. 24(3), pages 691-697, June.
    2. Dominik Siemon & Rangina Ahmad & Henrik Harms & Triparna de Vreede, 2022. "Requirements and Solution Approaches to Personality-Adaptive Conversational Agents in Mental Health Care," Sustainability, MDPI, vol. 14(7), pages 1-18, March.
    3. Nikola Finze & Deinera Jechle & Stefan Faußer & Heiko Gewald, 2024. "How are We Doing Today? Using Natural Speech Analysis to Assess Older Adults’ Subjective Well-Being," Business & Information Systems Engineering: The International Journal of WIRTSCHAFTSINFORMATIK, Springer;Gesellschaft für Informatik e.V. (GI), vol. 66(3), pages 321-334, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:infosf:v:25:y:2023:i:1:d:10.1007_s10796-022-10291-4. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.