Abstract:
Research suggests that students' learning experiences can be enhanced by providing effective feedback (Hattie & Timperley, 2007) and promptly responding to individual needs (Ferlazzo, 2017). AI systems can be developed and used for such purposes, thereby enhancing student motivation and learning outcomes. This study examines the extent to which AI-empowered chatbots can help high school students feel more motivated and improve their performance in mathematics. While AI chatbots have shown promise in language learning, their application in mathematics remains underexplored (Hwang & Chen, 2022). This study utilizes a two-group experimental design, with one group using learner-driven AI-based chatbots for personalized assistance and the other group employing traditional learning methods. The two key questions are: (a) Do learner-driven AI-based chatbots enhance academic performance compared to traditional systems? and (b) Do learner-driven AI-based chatbots improve student motivation and engagement compared to traditional systems? Data will be collected using a mixed-method approach, including questionnaires, interviews, and tests, to compare student outcomes in learning achievement and motivation between the two groups.
Hwang, G.-J., & Chang, C.-Y. (2023). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 31(7), 1–14.
Ferlazzo, L. (2017). Student Engagement: Key to Personalized Learning. Educational Leadership, 74(6), 28–33.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1),.81–112.
Hwang, G.-J., & Chang, C.-Y. (2023). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 31(7), 1–14.
Ferlazzo, L. (2017). Student Engagement: Key to Personalized Learning. Educational Leadership, 74(6), 28–33.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1),.81–112.