![]() ![]() ![]() Estudos primários foram analisados visando obter um conjunto de evidências sobre os chatbots existentes. Este artigo retrata o mapeamento sistemático que identifica os chatbots desenvolvidos e usados no ensino de computação, tendo como base um retrato da pesquisa nacional. Buscando colaborar com a pesquisa sobre chatbots na educação em computaão, um mapeamento sistemático da literatura foi planejado e conduzido. Um panorama que apresente os chatbots já desenvolvidos, indique os chatbots disponíveis para uso e esclareça os tópicos de computação para os quais já existem evidências sobre o uso desse tipo de mecanismo, pode ser útil para comunidade que tem interesse em desenvolver novas contribuições para a temática. Apesar de existirem diversos estudos sobre chatbots educacionais, ainda não há um entendimento sobre os chatbots no ensino de computação. Several recommendations are made for enhancing the use of AI L2 chatbots which include integrating cross-cultural empathetic responses in conversational L2 chatbots, identifying how learners perceive and react to the learning content, and investigating the effects of cross-culture humor on learners’ language proficiency.Ĭhatbots têm sido alvo de investigação no contexto educacional, principalmente para ambientes que carecem de interação 24 horas por dia. This study also found that the development of an AI chatbot in L2 education has plenty of room for improvement. This study found that three dimensions such as cultural, empathetic and humorous dimensions have a positive influence on the application of AI L2 chatbots for enhancing learners' learning outcomes. To achieve the aim of this study, prior studies from 20 of several popular databases, including Web of Science, ProQuest, IEEE and ScienceDirect are collected and analyzed. Thus, this study reviews the existing studies on AI second language (L2) chatbots to investigate the development of empathetic strategies for enhancing learners' learning outcomes. However, there is a limited study in the development of empathetic strategies for dealing with learners' emotional discomfort, the impact of humor and the consideration of learners' cultural backgrounds. In the field of second language acquisition, the use of AI chatbots has been explored, mainly studying pedagogical approaches. The advancement of information and communication technologies has led to an increasing use of conversational chatbots in the learning and teaching sector, especially for the second language (L2) acquisition. This paper contributes to the educative application of chatbots in specific subject fields. ![]() The perceived usability of our chatbot tends to be moderate and marginal and has positively affected the promotion of our chatbot for mobile learning. Based on the evaluation results, we conclude that our chatbot can serve as an effective information retrieval tool in a specific domain. In total, 18 domain experts participated in the evaluation of effectiveness, and 52 participants were involved in the evaluation of usability. Additionally, its usability evaluation proceeds with system usability scale questionnaire and net promoter score simultaneously. To evaluate our chatbot, subjective and objective criteria are employed to assess its effectiveness. We extend the open-domain DeepQA agent to make it sensitive to restricted domain questions by building a domain-specific gate, and employ WeChat as user interface. To address this issue, we propose an agent-based conceptual architecture to develop a domain-specific chatbot for mobile learning. In relation to the advances in mobile devices and conversational agents, there are few research works concerning the design and evaluation of domain-specific chatbots to fulfill the demand of mobile learning. The popularity of mobile devices and conversational agents in recent years has seen wide use of chatbots in different educational scenarios. ![]()
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