RESEARCH
To effectively conduct question-and-answer sessions using a generative artificial intelligence chatbot in the context of educational technology, it is necessary to first examine the learners' perceptions. In this study, we analyzed the perception differences among 110 university students regarding question-and-answer interactions with instructors and ChatGPT. The research results revealed the following: First, the utility and trustworthiness of question-and-answer interactions were perceived higher for instructors, while ChatGPT demonstrated higher usability. Second, regardless of whether the questions were directed to ChatGPT or instructors, trustworthiness was consistently higher for instructors. Responses indicating a preference for asking instructors for language-related information were more prevalent than those favoring ChatGPT. This trend persisted even among the group that did not frequently ask questions to instructors. Third, only in the group that did not frequently ask questions to instructors scored higher in utility. This suggests that the perceived utility of instructors is more prominent in the group that refrains from posing questions to instructors. This study shows significance in providing foundational data on how to utilize ChatGPT as an effective question-and-answer instructional tool, particularly in the realm of educational technology.
Project-based collaborative learning has gained attention as an effective teaching and learning method to strengthen key competencies such as collaboration, communication, critical thinking, and digital literacy. However, issues such as unequal participation, conflicts, and learning alienation persist in project-based collaborative learning. This study aims to develop an AI chatbot prototype that supports project-based collaborative learning, focusing on the idea generation stage. The research procedure consisted of five stages: literature review and needs analysis, derivation of design principles and guidelines, initial prototype development, usability evaluation, and final prototype development. The study participants were university students and graduate students who had experience in project-based collaborative learning and had used various types of chatbots more than five times. This study confirms the potential of AI chatbots as a support tool for idea generation in project-based collaborative learning contexts. The developed AI chatbot prototype can guide the SCAMPER technique rules and adaptively support the learners’ idea generation process. Furthermore, the AI chatbot can play a crucial role in promoting learners’ idea generation in project-based collaborative learning situations by providing positive feedback and emotional support. The findings of this study contribute to the effective operation of project-based problem-solving classes and the enhancement of learners’ learning outcomes in real educational settings.
AI chatbot prototype to support project-based collaborative learning
This study aimed to develop the instructional design principles for designing systematic convergence education using EduTech. Through the application of a design and development research methodology, design principles were developed by conducting a literature review, three times expert valiation, and field application. We derived seven design elements, including 1) curriculum analysis, 2) problem setting, 3) edutech selection, 4) learner participation, 5) scaffolding provision, 6) reflection guidance and support, and 7) evaluation implementation, along with 17 design principles and 57 guidelines. We applied the insturctional design principles to a "VR virtual exhibition hall creation" class. fourty two 5th grade students of I Elementary School in Incheon participated. The satisfaction survey results showed 4.53, indicating high satisfaction. The significance of this study lies in providing concrete guidelines on how to use appropriate Edutech to design the convergence education in accordance with the context of the class.
Instuctional design principles for convergence education with EduTech
In order to develop the design principles for online discussion in videoconferencing instruction, this study develops the design principles by using learning analysis data analyzed with facial expression analysis tool and confirms the user's reaction. Using the design and development research method, the initial design principles was developed by analyzing previous research and problems of videoconferencing classroom field. They were modified and developed through expert validation tests for three times. A prototype of facial expression analysis tool was developed to evaluate usability, and the final design principles were developed. The final support strategy consists of 9 support strategies and 26 detailed guidelines, tailored to the pre-debate, during the debate, and post-debate stages. In this regard, it has been confirmed by users that the strategy enables to simultaneously perceive non-verbal elements and to provide timely feedback. However, it was also observed that the intervention of instructors can function both as a strength and as a disruptive factor to discussions. The above design principles are significant in that it suggested the prescription using learning analysis data what is facial expressions. It showed a new possibility to apply artificial intelligence technology at learning analysis by using facial expression analysis tool that automatically analyzes present a result value.
Examples presented facial expression analysis data
This study aims to explore the current status and needs for the introduction and utilization of artificial intelligence(AI)-based learning support systems in domestic universities. To meet the purpose, interviews were conducted with nine participants responsible for AI-based learning support systems in universities. As the results, AI-based learning support systems in higher education institutions can be categorized into types such as teaching-learning assessment systems and recommendation systems that provide tailored information based on data. The needs revealed based in terms of system introduction, data collection, and system utilization and dissemination. Based on these findings, this study proposes differentiated strategies based on the methods of system implementation (top-down, bottom-up), utilization practices, and tailored service provision according to the circumstances of universities
This study developed an educational program using the RPISD model to train librarians with competencies in research output and academic information analysis and curation. To develop a systematic training program, a kickoff meeting, needs analysis, task analysis, three rounds of prototype development, and usability evaluation were conducted, resulting in the development of the final output, which was applied in the field to confirm user reactions. The final output, which incorporated feedback from usability evaluations, included 1) a manual for instructors, 2) a manual for operators, 3) learning materials for students, and 4) practical materials. The educational goal was to enhance competencies in research output and academic information analysis and curation. The educational program consisted of 14 sessions over two days. The morning sessions were lecture-based, while the afternoon sessions involved problem-solving, project-based, and cooperative learning activities to apply the knowledge learned in the morning sessions. On the first day, the program focused on educating research output and curation using the "SCOPUS" database, while on the second day, academic information analysis and curation were taught using the "Web of Science" database. Satisfaction with the developed training program for twenty seven librarians was high, ranging from 4.19 to 4.56 in actual classes. The significance of this study lies in the systematic development of a practical librarian education program that can be applied in the field by constructing a practice-oriented educational program using the RPISD model.
Manuals for instructor and manager
Since the emergence of the artificial intelligence platform called Chat GPT, interest in the use of AI in education has been further amplified. However, AI-based learning support systems that can be employed in university education are very limited. Therefore, this research aims to develop a Teaching-Learning support model for utilizing AI-based learning assistance systems in universities. The derived Teaching-Learning support model is structured around the processes of 'Analysis and Design (pre-class)', 'Implementation (during class)', and 'Assessment (post-class)', reflecting the stages of Teaching-Learning interaction. In the Analysis and Design phase, it is categorized into individual and student group diagnosis. In the Implementation phase, it is categorized into data-driven course design and problem-solving oriented teaching. Finally, the 'Assessment' phase presents evaluation of both learners and the course (program). The presented model underwent modifications and improvements through expert validation.
Model of AI-based Learning support system
The importance of learning English speaking is increasing day by day, but it is becoming difficult to learn English speaking. Recently, AI chatbots with advanced technology are being actively studied as an alternative to address the issue. For effective language learning, it is necessary to explore the design of chatbots and learning experiences using chatbots in depth. Therefore, we developed design principles of learning experience using an AI chatbot for English speaking education, applying the design and development research methodology. In this study, the initial design principle were derived through needs analysis, case analysis, and literature review. Based on the principles, an expert validation was conducted two times, and 6 experts participated. As a result, a total of five principles were derived: facilitating learners' active speaking, providing personalized dialogue, providing adaptive support, designing emotional interaction, and encouraging motivation. 19 detailed guidelines were also organized based on the principles. Based on the results, the importance of inducing learners' active speaking, the need for emotional interaction, and the need for personalized learning experiences and adaptive learning support based on learner data were discussed.
Design principles of learning experience using AI chatbot for English speaking education
Development of the support strategy for Videoconferencing Discussion Class Using data analyzing Facial Expression
In order to develop the design principles for online discussion in videoconferencing instruction, this study develops the design principles by using learning analysis data analyzed with facial expression analysis tool and confirms the user's reaction. Using the design and development research method, the initial design principles was developed by analyzing previous research and problems videoconferencing classroom field. They were modified and developed through expert validation tests for three times. A prototype of facial expression analysis tool was developed to evaluate usability, and the final design principles were developed. They consisted of three elements: providing feedback, providing visualized data, and reflection, five design principles: 1) Principle of providing instant feedback according to expression analysis results 2) Principle of providing timely feedback according to expression analysis results 3) Promoting visual intelligence Principle of 4) Principle of self-monitoring 5) As a principle of reflection for improvement of sustainability, and 15 detailed guidelines. The above design principles are significant in that it suggested the prescription using learning analysis data what is facial expressions. In particular, online discussions context is considered to develop useful design principles for both teachers and learners so that they can use them to facilitate interaction. In addition, it showed a new possibility to apply artificial intelligence technology at learning analysis by using facial expression analysis tool that automatically analyzes present a result value.
Support principles for videoconferencing discussion class using facial expression data analysis
Synchronous blended learning, where both online and offline students simultaneously participate in class activities within the same space, is emerging as a new form of education in Post COVID-19 era and it is necessary to conduct research to explore the possibility of synchronous blended learning in various fields. Therefore, this study designed and operated synchronous blended learning programs for learners of K institution, a national institution that provides education for scientists and engineers, to analyze learners' perceptions, and to this end, a rapid prototype development methodology was used. Four prototype developments and their usability evaluations were conducted in this study. The developed course, titled “Science Communicator Training Course,” aims to teach “to communicate science by taking into consideration the subject, goal and circumstance.” The course is comprised of four modules (the importance of science communication, science speaking, science presentation, and science writing) and employs various teaching methods, like lectures, practical training and interactive activities, to reach the abovementioned learning goal. Regarding the learner's interview, they felt that they had achieved their goals, education wise, regardless of the type of participation, online or offline, and did not think that their results and success were related to the type of participation. In addition, it was confirmed that various educational methods such as practical and interactions as well as lectures type can be effective in Online synchronous classes. However, the learners raised problems with the inconveniences of such methods, such as communication from the instructors and problems in the educational environment. In the future, it is necessary not only to study the elements of the competency of teachers involved in synchronous blended programs or classes, but also to explore the different elements that make up the overall experience of participating learners. This study verified whether synchronous blended learning may be applied in not only higher education, but also in lifelong education where students of varying age and corporate rank participate. It also confirmed the potential of applying synchronous blended learning in both lecture-type teaching method and student-oriented teaching methods, such as practical training and debate/discussion. Further studies are needed to investigate competence factors of instructors and students participating in synchronous blended learning.
Design and implementation strategies of synchronous blended learning
Synchronous blended learning, where both online and offline students simultaneously participate in class activities within the same space, is emerging as a new form of education in Post COVID-19 era and it is necessary to conduct research to explore the possibility of synchronous blended learning in various fields. Therefore, this study designed and operated synchronous blended learning programs for learners of K institution, a national institution that provides education for scientists and engineers, to analyze learners' perceptions, and to this end, a rapid prototype development methodology was used. Four prototype developments and their usability evaluations were conducted in this study. The developed course, titled “Science Communicator Training Course,” aims to teach “to communicate science by taking into consideration the subject, goal and circumstance.” The course is comprised of four modules (the importance of science communication, science speaking, science presentation, and science writing) and employs various teaching methods, like lectures, practical training and interactive activities, to reach the abovementioned learning goal. Regarding the learner's interview, they felt that they had achieved their goals, education wise, regardless of the type of participation, online or offline, and did not think that their results and success were related to the type of participation. In addition, it was confirmed that various educational methods such as practical and interactions as well as lectures type can be effective in Online synchronous classes. However, the learners raised problems with the inconveniences of such methods, such as communication from the instructors and problems in the educational environment. In the future, it is necessary not only to study the elements of the competency of teachers involved in synchronous blended programs or classes, but also to explore the different elements that make up the overall experience of participating learners. This study verified whether synchronous blended learning may be applied in not only higher education, but also in lifelong education where students of varying age and corporate rank participate. It also confirmed the potential of applying synchronous blended learning in both lecture-type teaching method and student-oriented teaching methods, such as practical training and debate/discussion. Further studies are needed to investigate competence factors of instructors and students participating in synchronous blended learning.
Rapid prototype development methodology
In this study, instructional design strategies were developed and examined by class type for synchronous online classes to teach and learn effectively at the college courses. To facilitate effective teaching and learning in online classes at college level, a case study was conducted to explore instructional design strategies by class type as follows. Eight courses were selected at S University in Seoul during the first semester of 2020. The classes were categorized according to lesson type, class scale, pre-learning materials, and pre-tasks. Practical classes were also divided based on training tools. Applying these criteria, eight courses were classified as follows: 1) teacher-centered large classes that do not require pre-learning 2) teacher-centered small and medium-sized classes with pre-learning materials 3) discussion-based small and medium-sized classes that do not require pre-learning 4) discussion-based small and medium-sized classes that requires pre-learning, and 5) practice-based small and medium-sized classes with pre-learning materials that use software programs. For each category, instructional design strategies were developed using available tools and functions for the period before, during, and after class. Our results showed that, to ensure the interactivity in online synchronous instruction, it is necessary to apply teaching and learning support tools that are optimal for each class type. Significantly, this study provides specific instructional design strategies, and employs a variety of teaching and learning support tools for synchronous online instruction according to class type in college courses.
A framework analysis for synchronous online instruction in college
In this study, the research trend of educational use of artificial intelligence chatbots were systematically analyzed to identify current issues and explore future directions based on activity theory. 34 papers were analyzed by using the activity system model as an analysis framework. The results are as follows. Research on chatbots has been sharply increased from 2019 in both domestic and international. For the number of learners, above of college students were the most in both domestically and internationally. The most common sample size was 50 or less in domestic and more than 100 in foreign countries. Artificial intelligence chatbots were most often used as a purpose-based system, text-based, learning tools in both domestic and abroad. chatbots were developed for using in foreign countries, while existing chatbots were used in Korea. In both domestic and foreign countries, chatbots were aimed to teach English and intellectual skill. The most result of learning is cognitive and affective domain in Korea and affective domain in foreign conturies. The most number of use was only once in Korea and twice in foreign countries. In both domestic and foreign countries, it was the most common case that the instructor were in control of environment and offered scaffolding while using chatbots. As for the learning environment, offline was the most common in Korea, and both online and offline were identically common in foreign countries. Chatbots were not used in cooperative learning at all abroad and only one case in Korea. Based on the results, the direction of future research is presented as follows. First, a follow-up study is required to develop a task-oriented, purpose-built chatbot and strictly verify its effectiveness. Second, it is necessary to develop chatbots that support the affective domain as agents. Third, it needs to design the cooperative learning in which chatbots function as tutors and provide timely feedback. Finally, research on learning design that can effectively use chatbots by utilizing learning analysis data on online learning environment is required.
A framework analysis for review of research using the activity theory
As coding education is getting more attention in and outside of school, the number of learners starting coding education is steadily increasing. However, beginners tend to struggle to resolve error messages or give up on solving the problems, resulting in learning failure. To address the issue, this study aims to develop a web-based learning support tool using AI(Artificial Intelligence) chatbot in coding education, carry out usability tests, and explore the potential effectiveness of the developed tool. The study applied the design and development method. The early prototype was developed based on the design principles derived from the literature review and case analysis. Then, six beginners participated in usability tests on the early prototype. The participants’ perceptions of the usability, ease of use, and attitude on the prototype were positive. In specific, AI chatbots’ step-by-step feedback, prompt support for problem-solving, and communication function with co-learners were found to be the advantages of the prototype. On the other hand, the needs for improvement on code description and chatbot added menu, voice recognition, and designed friendly were reported. The final prototype reflecting the improvements consisted of seven elements: ‘file’, ‘edit’, ‘view’, ‘execution’, ‘debugging’, ‘help’, and ‘support functions’. The support functions included ‘chatbot’, ‘chat room’, and ‘function description’. Based on these results, we discussed that a learning support tool that students can ask for help and receive feedback without temporal and spatial constraints is needed in order to prevent dropout students and support coding education effectively. Moreover, it is necessary to promote computational thinking by providing personalized and step-by-step feedback.
A prototype of web-based learning support tool using AI chatbot in coding education
The purpose of this study is to understand how interactions are performed in cooperative learning according to academic achievement. To analyze the interaction, two classes of cooperative learning were analyzed in English classes at H Middle School located in H. To figure out the interaction, the independent variables were classified into the individual academic achievement level and the gap of academic achievement in the group. The dependent variables were analyzed by word counting, turn taking and message types and frequency analysis, content analysis and nonparametric Mann-Whitney U test were conducted. The results of the study are as follows. First, there was a significant difference according to the level of academic achievement. The students with high academic achievement showed more speech than the students with low academic achievement. Second, the group having higher academic achievement difference showed more turn takings than the group having lower academic achievement difference. Third, in all learners and groups, the frequency of sharing information messages was the very highest, followed by disagreement finding, making knowledge, evaluating knowledge but hardly appeared. Finally, the group with larger difference in academic achievement had higher frequency of message of explaining and confirming the task than the group with smaller difference and there was a significant difference. These results show that to promote active interaction in cooperative learning, it should be designed considering how to make groups by academic achievement and degrees of structured task.
This study reviewed 135 articles on collaborative learning, published in Journal of Educational Technology and Journal of Educational Information and Media between 2006 and 2016. In terms of research settings such as implementation periods of collaborative learning, delivery mode, school level, subjects, and research methods, descriptive analysis was conducted. In addition, the social concepts that have been derived from the variables for individual characteristics were reviewed. Lastly, the relationships among variables dealt with in the articles were analyzed with Social Network Analysis. The results of study settings are: 1) 60% of the studies were based upon less than 8 week implementation of collaborative learning, while 31% were conducted with less than 4 weeks. 2) Most of the studies were conducted with college students in education related courses. 3) Most were quantitative and mixed methods research. The results of analysis on the group-based or group characteristics variable show that they were re-conceptualized from the individual characteristics and focused on unique traits emerged in the group context. The Social Network Analysis of variables studied in the articles showed that collaborative learning support tools, types of collaborative learning, scaffolding, team traits, and flipped learning as independent variables have been studied with great interest of educational technology research community, while academic achievement, satisfaction, participation, and interaction as dependent variables turned out with higher network centrality.
Relationships between major variables examined in cooperative learning research
