A biology learning chatbot system had a positive impact on grade 7 students' biology learning achievement in a quasi-experiment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Grade 7 students using the biology chatbot system outperformed the control group on biology learning achievement in a quasi-experiment with 34 students. → Yen-Ting Lin 2023

Evidence¶

Yen-Ting Lin 2023¶

Yen-Ting Lin, Jian-Heng Ye. (2023). Development of an Educational Chatbot System for Enhancing Students’ Biology Learning Performance. Journal of Internet Technology, vol. 24, no. 2, pp. 275-281. https://doi.org/10.53106/160792642023032402006

q2 · i? · causal · r1

A quasi-experiment in a grade 7 junior high biology course assigned 34 students to a control group and an experimental group; the article reports that "the proposed chatbot system had a positive impact on students' learning achievements." No effect size is printed.

"a quasi-experiment was designed for a grade 7 biology course in a junior high school. 34 students were asked to participate in the experiment and divided into a control group and an experimental group. The experimental results indicated that the proposed chatbot system had a positive impact on students' learning achievements in traditional biology learning."

Discussion¶

Related Claims¶

• The evaluation used a three-class design contrasting a traditional-approach control class with two experimental classes using digital content and a chatbot-based method — related
• Chatbot-based instruction enhanced secondary students' learning experience by enabling self-paced study with less stress, time savings, and maintained motivation — related
• For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test — related