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Facilitating Student Learning with a Chatbot in an Online Math Learning Platform

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Title: Facilitating Student Learning with a Chatbot in an Online Math Learning Platform
Language: English
Authors: Li Cheng (ORCID 0000-0001-7648-6965), Ethan Croteau (ORCID 0000-0002-4142-6353), Sami Baral, Cristina Heffernan, Neil Heffernan
Source: Journal of Educational Computing Research. 2024 62(4):907-937.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
National Institutes of Health (NIH) (DHHS)
Institute of Education Sciences (ED)
Contract Number: R44GM146483
R305N210049
R305D210031
R305A170137
R305A170243
R305A180401
R305A120125
R305R220012
2118725
2118904
1950683
1917808
1931523
1940236
1917713
1903304
1822830
1759229
1724889
1636782
1535428
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Artificial Intelligence, Learning Management Systems, Teaching Methods, Mathematics Instruction, Middle School Students, High School Students, Mathematics Achievement, Student Interests, Conventional Instruction, Scaffolding (Teaching Technique), Student Attitudes, Computer Software, Positive Attitudes, Self Esteem
DOI: 10.1177/07356331241226592
ISSN: 0735-6331
1541-4140
Abstract: Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner's constructivism and Lev Vygotsky's Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine the influence of learning math with the chatbot compared to traditional learning with hints. This study involved 85 middle and high school students from three diverse school settings in the United States. The results revealed no significant differences in students' math learning performance and perceived helpfulness and interest between the chatbot and traditional hints conditions. However, students in the chatbot condition displayed significantly lower confidence in solving a similar problem after the intervention, likely due to the removal of the high level of support provided by the chatbot. Despite this, students' open responses indicated that a significantly higher number of students had positive attitudes towards chatbots. They appreciated the chatting feature, breaking down a problem into steps, and real-time support. The study concludes with a discussion of the findings and implications for chatbot designers and developers and presents avenues for future research and practice in chatbot-assisted learning. In support of Open Science, this study has been preregistered and both the data and the analysis code used in this study are publicly available at https://osf.io/am3p8/.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1426666
Database: ERIC
FullText Text:
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  Data: Facilitating Student Learning with a Chatbot in an Online Math Learning Platform
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  Data: <searchLink fieldCode="AR" term="%22Li+Cheng%22">Li Cheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7648-6965">0000-0001-7648-6965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ethan+Croteau%22">Ethan Croteau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4142-6353">0000-0002-4142-6353</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sami+Baral%22">Sami Baral</searchLink><br /><searchLink fieldCode="AR" term="%22Cristina+Heffernan%22">Cristina Heffernan</searchLink><br /><searchLink fieldCode="AR" term="%22Neil+Heffernan%22">Neil Heffernan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2024 62(4):907-937.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 31
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  Data: National Science Foundation (NSF)<br />National Institutes of Health (NIH) (DHHS)<br />Institute of Education Sciences (ED)
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  Data: 10.1177/07356331241226592
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  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner's constructivism and Lev Vygotsky's Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine the influence of learning math with the chatbot compared to traditional learning with hints. This study involved 85 middle and high school students from three diverse school settings in the United States. The results revealed no significant differences in students' math learning performance and perceived helpfulness and interest between the chatbot and traditional hints conditions. However, students in the chatbot condition displayed significantly lower confidence in solving a similar problem after the intervention, likely due to the removal of the high level of support provided by the chatbot. Despite this, students' open responses indicated that a significantly higher number of students had positive attitudes towards chatbots. They appreciated the chatting feature, breaking down a problem into steps, and real-time support. The study concludes with a discussion of the findings and implications for chatbot designers and developers and presents avenues for future research and practice in chatbot-assisted learning. In support of Open Science, this study has been preregistered and both the data and the analysis code used in this study are publicly available at https://osf.io/am3p8/.
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1177/07356331241226592
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 907
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Computer Software
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      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: Self Esteem
        Type: general
    Titles:
      – TitleFull: Facilitating Student Learning with a Chatbot in an Online Math Learning Platform
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            NameFull: Li Cheng
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              Type: published
              Y: 2024
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