Casestudy 22: Chatbots integreren in het onderwijs: inzichten uit het Chatbot-Human Interaction Satisfaction Model (CHISM) General information Reference/Source: Belda-Medina, J., & Kokošková, V. (2023). Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00432-3 Institutions: University of Alicante, Spain (public, large) and University of West Bohemia, Czech Republic (public) Course/Subject: Applied Linguistics courses within Teacher Education programs Aim: - To explore teacher candidates' understanding and perceptions of App-Integrated Chatbots (AICs) for language learning. - To assess AIC effectiveness in supporting language education. Target group: College students enrolled as English language teacher candidates. Description of case Overview: -Intervention: Participants interacted with four AICs (Mondly, Andy, John Bot, Buddy.ai) over one month. Selection prioritised AICs with diverse features like varied language levels and tech integration. -Evaluation: - Pre/post surveys for prior knowledge and post-interaction satisfaction. - Chatbot-Human Interaction Satisfaction Model (CHISM) to assess linguistic elements, design, and user experience. - Qualitative analysis of student reports for insights on AIC benefits and drawbacks. Lessons learned AIC potential: - Can offer immediate feedback and a supportive learning environment. - Need improvement in speech technologies (recognition and synthesis). - Must better adapt to different learner proficiency levels. Design significance: User-friendly interfaces, multimedia, and the potential of emerging tech (AR/VR) are crucial for engagement. CHISM's value: The model provides a comprehensive framework for AIC assessment within language learning contexts. Implications for practice Personalisation is key: AICs need to tailor experiences more effectively to sustain learner interest.
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