Promoting Learners’ Voice Productions Using Chatbots as a Tool for Improving the Learning Process in a MOOC

The globally widespread instant messaging (IM) mobile applications such as WhatsApp or Telegram were not originally educational tools, but they have become platforms for peer to peer assessment (P2P). The IM applications offer “chatbots” or “virtual assistant bots” that help students by providing them a multitude of services in the form of text or voice dialogs. A new method for integrating P2P assessment using voice recordings with the help of a chatbot is proposed. By using this system we can effectively improve both the typical learning and the P2P evaluation process of a massive open on-line course (MOOC). After a 2-month experiment, with 77 students that recorded 737 voice answers with a Telegram based chatbot, we describe in detail how to use a chatbot and the way to design voice-based challenges to perform a new kind of assignment in a MOOC, with 90% of the learners encouraging us to use chatbots in future courses.

[1]  J. Too,et al.  Teacher Attitude towards Use of Chatbots in Routine Teaching , 2018, Universal Journal of Educational Research.

[2]  Ali Shariq Imran,et al.  HIP - A Technology-Rich and Interactive Multimedia Pedagogical Platform , 2014, HCI.

[3]  Ali Shariq Imran,et al.  An Analysis of Learner Experience with MOOCs in Mobile and Desktop Learning Environment , 2017 .

[4]  Daniel C. Moos,et al.  Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered , 2010, Comput. Hum. Behav..

[5]  Maria Chang,et al.  Wizard's Apprentice: Cognitive Suggestion Support for Wizard-of-Oz Question Answering , 2017, AIED.

[6]  B. J. Fogg,et al.  Persuasive technology: using computers to change what we think and do , 2002, UBIQ.

[7]  Yao Xiong,et al.  Assessment approaches in massive open online courses: Possibilities, challenges and future directions , 2018 .

[8]  C. Gonzalez.  What do university teachers think eLearning is good for in their teaching? , 2010 .

[9]  Juanan Pereira,et al.  Leveraging chatbots to improve self-guided learning through conversational quizzes , 2016, TEEM.

[10]  Sarah E. M. Meek,et al.  Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review , 2017 .

[11]  Marthese Spiteri,et al.  Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology , 2018, Technology, Knowledge and Learning.

[12]  Mark West and Steven Vosloo.  Policy Guidelines for Mobile Learning , 2013 .

[13]  Silvia Sanz-Santamaría,et al.  Interactive speaking practice, assessment and exercise sharing with Babelium plug-in , 2012 .

[14]  Ig Ibert Bittencourt,et al.  Does peer assessment in on-line learning environments work? A systematic review of the literature , 2016, Computers in Human Behavior.

[15]  Jinwoo Kim,et al.  Escape from infinite freedom: Effects of constraining user freedom on the prevention of dropout in an online learning context , 2017, Comput. Hum. Behav..

[16]  Felix Maringe,et al.  Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues , 2014 .

[17]  D. Frau-Meigs,et al.  Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project , 2017 .

[18]  J. Star,et al.  Using Digital Resources for Motivation and Engagement in Learning Mathematics: Reflections from Teachers and Students , 2016 .

[19]  Jie Zhang,et al.  Can MOOCs be interesting to students? An experimental investigation from regulatory focus perspective , 2016, Comput. Educ..

[20]  Shirley Williams,et al.  MOOCs: A systematic study of the published literature 2008-2012 , 2013 .

[21]  Laura Briz-Ponce,et al.  Mobile Devices and Apps, Characteristics and Current Potential on Learning , 2015 .

[22]  P. Sadler,et al.  The Impact of Self- and Peer-Grading on Student Learning , 2006 .

[23]  Alastair van Heerden,et al.  The potential of conversational agents to provide a rapid HIV counseling and testing services , 2017, 2017 International Conference on the Frontiers and Advances in Data Science (FADS).

[24]  Ulrik Schroeder,et al.  A Cluster Analysis of MOOC Stakeholder Perspectives , 2015, International Journal of Educational Technology in Higher Education.

[25]  F. Dubosson,et al.  Going beyond the relapse peak on social network smoking cessation programmes: ChatBot opportunities , 2017 .

[26]  Anton Leuski,et al.  SHIHbot: A Facebook chatbot for Sexual Health Information on HIV/AIDS , 2017, SIGDIAL Conference.

[27]  Kalerante Evaggelia.  Greek Educational Policy: From the Collaborative Model of the School Counselor Institution of the A. Papandreou’s (1981) Educational Policy towards the Model of Superintendence and Supervision of the Period 2008-2013 , 2014 .

[28]  L. M. Toh,et al.  DIGITAL NATIVES LEARNING THE PERIODIC TABLE VIA MICROSOFT NETWORK INSTANT MESSAGING , 2011 .

[29]  Simon So,et al.  Mobile instant messaging support for teaching and learning in higher education , 2016, Internet High. Educ..

[30]  M. Nakkula,et al.  MOTIVATION, ENGAGEMENT, AND STUDENT VOICE , 2012 .

[31]  Shari Metcalf,et al.  Motivation and beliefs about the nature of scientific knowledge within an immersive virtual ecosystems environment , 2014 .

[32]  Luis de Marcos,et al.  Gamifying learning experiences: Practical implications and outcomes , 2013, Comput. Educ..

[33]  David Boud,et al.  Does the use of summative peer assessment in collaborative group work inhibit good judgement? , 2018, Higher Education.

[34]  Timothy Savage,et al.  Comparing learner community behavior in multiple presentations of a Massive Open Online Course , 2016, J. Comput. High. Educ..

[35]  Gráinne Conole,et al.  A new classification schema for MOOCs , 2014 .

[36]  Bettina Graf,et al.  Nombot: simplify food tracking , 2015, MUM.

[37]  Wilfried Admiraal,et al.  Self- and Peer Assessment in Massive Open Online Courses , 2014 .

[38]  N. Pimlott,et al.  Peer-support writing group in a community family medicine teaching unit: Facilitating professional development. , 2016, Canadian family physician Medecin de famille canadien.

[39]  Çetin Güler.  Use of WhatsApp in Higher Education , 2017 .

[40]  Mei Chen,et al.  Embedding Health Literacy Tools in Patient EHR Portals to Facilitate Productive Patient Engagement , 2019, ITCH.

[41]  Magdalena Mateescu,et al.  Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies , 2016, Comput. Hum. Behav..

[42]  Luciana Benotti,et al.  A Tool for Introducing Computer Science with Automatic Formative Assessment , 2018, IEEE Transactions on Learning Technologies.

[43]  Don Norman,et al.  Emotion and affect , 2002, UBIQ.

[44]  Alessandro Bogliolo,et al.  The Rise of Bots: A Survey of Conversational Interfaces, Patterns, and Paradigms , 2017, Conference on Designing Interactive Systems.

[45]  Kannan M. Moudgalya,et al.  Comparing the Effectiveness of Self-Learning Java Workshops with Traditional Classrooms , 2016, J. Educ. Technol. Soc..

[46]  Rathindra Sarathy,et al.  An experimental investigation of the influence of website emotional design features on trust in unfamiliar online vendors , 2017, Comput. Hum. Behav..

[47]  Anthony J. Maeder,et al.  A Conversational Agent for an Online Mental Health Intervention , 2016, BIH.

[48]  Francisco J. García-Peñalvo,et al.  Learning with mobile technologies - Students' behavior , 2017, Comput. Hum. Behav..

[49]  Christine L. Lisetti,et al.  Now All Together: Overview of Virtual Health Assistants Emulating Face-to-Face Health Interview Experience , 2015, KI - Künstliche Intelligenz.

[50]  Samaneh Tarighat,et al.  Mobile-Assisted Language Assessment: Assessing speaking , 2016, Comput. Hum. Behav..

[51]  Tobias Kowatsch,et al.  Design and Evaluation of a Mobile Chat App for the Open Source Behavioral Health Intervention Platform MobileCoach , 2017, International Conference on Design Science Research in Information Systems and Technology.

[52]  Elena L. Glassman,et al.  RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos , 2015, CHI.

[53]  Kaori Nakao,et al.  Chatbot learning partners: Connecting learning experiences, interest and competence , 2019, Comput. Hum. Behav..