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Social presence framework with interpersonal, open, and cohesive communication as a design basis for educational chatbots

Design · All designs
Evidence · no claims cited

Description

The article uses a social presence framework comprising three communication types — interpersonal communication, open communication, and cohesive communication — as the design basis for the learning buddy chatbot in Study 2. The framework addresses the online-learning challenges of “the lack of student self-regulation, and the sense of isolation” by structuring chatbot conversation around these three communication dimensions to support learners in fully online activities.

Design Implications

Context

Requirements

  • Chatbot conversation design must be organized around interpersonal, open, and cohesive communication to enact social presence.

Constraints

Target Learners

  • higher education students in fully online courses

Learning Goals

  • social presence and engagement in fully online learning activities

Claims

Examples

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Key Sources

  • 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
Page metadata
Field Value
type design
id social-presence-framework-three-communication-types
title Social presence framework with interpersonal, open, and cohesive communication as a design basis for educational chatbots
description The article uses a social presence framework comprising three communication types — interpersonal communication, open communication, and cohesive communication — as the design basis for the learning buddy chatbot in S...
status review
generated by process:settle-candidates on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — hew-2023

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