Authors:
Tharsiniy Ramasamy
1
;
Kim Choo Tan
1
;
Choo Peng Tan
1
and
Ah Choo Koo
2
Affiliations:
1
Faculty of Information Science and Technology, Multimedia University, Melaka, 75450, Malaysia
;
2
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, 63100, Malaysia
Keyword(s):
Attitude Towards Mathematics, Conversational Agent, Traditional Teaching, Technology in Education, Mathematics Anxiety.
Abstract:
Students' negative attitude toward mathematics is always associated with a decline in math performance. This often discourages students from pursuing STEM fields and careers. Efforts such as incorporating technology in educational settings to alleviate math anxiety by boosting students’ motivation to explore and appreciate the subject were made. Conversational agents present an opportunity to enhance educational support for teaching and learning. However, despite almost six decades of development, the use of conversational agents in education remains limited. The impact of integrating a conversational agent on students' attitudes toward mathematics is essential to be investigated. In this study, an experimental research approach was adopted, involving undergraduate students at a Malaysian university. The control group received only traditional classroom instruction, while the experimental group received traditional instruction supplemented by interaction with a conversational agent.
Following the intervention, participants completed a questionnaire assessing their attitudes toward mathematics. This paper aims to present the research design and framework of a conversational agent in mathematics education.
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