Learners in fully online courses reported positive perceived usefulness and perceived ease of use of both a goal-setting chatbot and a learning buddy chatbot¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across Study 1 and Study 2, participants reported positive experiences with the chatbots in terms of perceived usefulness and perceived ease of use. → Hew 2023

Evidence¶

Hew 2023¶

Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. Journal of Computing in Higher Education, 35, 40–68. https://doi.org/10.1007/s12528-022-09338-x

q2 · i? · design · r2

Summary of the two-study evaluation in fully online courses, where participants rated the chatbots’ perceived usefulness and ease of use; the article reports “positive learner experiences with both chatbots” without printing effect sizes or test statistics.

"Overall, our findings found positive learner experiences with both chatbots with regard to the chatbots’ perceived usefulness and perceived ease of use."

Discussion¶

Related Claims¶

• Chatbot support for goal setting and social presence in fully online activities was evaluated through behavioral engagement from conversation records plus perceptions and interviews — a broader claim this one bears on
• Eight AI-driven factors positively influence learner satisfaction and engagement in online higher education — a broader claim this one bears on
• Students in secondary mathematics report high acceptance of the domain-specific AI chatbot ADA across all Technology Acceptance Model dimensions — related
• Chatbot support systems in online learning are associated with higher learner satisfaction and engagement when perceived as useful — related