RT info:eu-repo/semantics/article
T1 Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
A1 Sáiz Manzanares, María Consuelo
A1 Marticorena Sánchez, Raúl
A1 Martín Antón, Luis Jorge
A1 González Díez, Irene
A1 Almeida, Leandro
K1 Chatbot
K1 Prior knowledge
K1 Metacognitive strategies
K1 Higher education
K1 Effective learning
K1 Enseñanza superior
K1 Education, Higher
K1 Psicología
K1 Psychology
K1 Tecnología
K1 Technology
AB Chatbots are a promising resource for giving students feedback and helping them deploy metacognitive strategies in their learning processes. In this study we worked with a sample of 57 university students, 42 undergraduate and 15 Master's degree students in Health Sciences. A mixed research methodology was applied. The quantitative study analysed the influence of the variables educational level (undergraduate vs. master's degree) and level of prior knowledge on the frequency of chatbot use (low vs. average), learning outcomes, and satisfaction with the chatbot's usefulness. In addition, we examined whether the frequency of chatbot use depended on students' metacognitive strategies. The qualitative study analysed the students' suggestions for improvement to the chatbot and the type of questions it used. The results indicated that the level of degree being studied influenced the frequency of chatbot use and learning outcomes, with Master's students exhibiting higher levels of both, but levels of prior knowledge only influenced learning outcomes. Significant differences were also found in students' perceived satisfaction with the use of the chatbot, with Master's students scoring higher, but not with respect to the level of prior knowledge. No conclusive results were found regarding frequency of chatbot use and the levels of students' metacognitive strategies. Further studies are needed to guide this research based on the students' suggestions for improvement.
PB Cell Press
SN 2405-8440
YR 2023
FD 2023-01
LK http://hdl.handle.net/10259/7753
UL http://hdl.handle.net/10259/7753
LA eng
NO This work was supported by Ministerio de Ciencia e Innovación [PID2020-117111RB-I00].
DS Repositorio Institucional de la Universidad de Burgos
RD 24-nov-2024