Authors:
Stefan Sonderegger
and
Sabine Seufert
Affiliation:
Institute for Educational Management and Technologies, University of St.Gallen, St. Jakob-Strasse 21, 9000 St.Gallen, Switzerland
Keyword(s):
Chatbots in Education, Chatbot-mediated Learning, Conversational Learning, Pedagogical Conversational Agents, Tutorial Dialogue.
Abstract:
While chatbots or conversational agents are already common in many business areas, e.g. for customer support, their use in the education sector is still in its infancy. Chatbots might take over the role of a teacher, tutor, conversational partner, learning analyst, team member, support assistant, or recommender system. Within these different roles, chatbots can enhance learning and inherently address many requirements and success factors for learning. The scalability and adaptiveness of conversational AI allow an individualised learning support for all learners combined with collaboration opportunities and thus more equality in education. In this context, the paper at hand discusses this pedagogical potential of chatbots in different roles and social settings resulting in a conceptual framework for the understanding and design of chatbot use cases in education. Based on success factors for learning derived from established learning theories and reports, core attributes and goals of c
hatbot learning are deducted within three pedagogical domains of individual, social and analytic chatbot learning. By combining this pedagogical dimension with a technological and content dimension, the presented conceptual framework provides an overview of possibilities of how chatbots in education can be used and designed.
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