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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMarticorena Sánchez, Raúl 
dc.contributor.authorMartín Antón, Luis Jorge
dc.contributor.authorGonzález Díez, Irene 
dc.contributor.authorAlmeida, Leandro
dc.date.accessioned2023-07-12T08:19:50Z
dc.date.available2023-07-12T08:19:50Z
dc.date.issued2023-01
dc.identifier.issn2405-8440
dc.identifier.urihttp://hdl.handle.net/10259/7753
dc.description.abstractChatbots 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.en
dc.description.sponsorshipThis work was supported by Ministerio de Ciencia e Innovación [PID2020-117111RB-I00].en
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/zip
dc.format.mimetypeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
dc.language.isoenges
dc.publisherCell Pressen
dc.relation.ispartofHeliyon. 2023, V. 9, n. 1, e12843en
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectChatboten
dc.subjectPrior knowledgeen
dc.subjectMetacognitive strategiesen
dc.subjectHigher educationen
dc.subjectEffective learningen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.subject.otherTecnologíaes
dc.subject.otherTechnologyen
dc.titlePerceived satisfaction of university students with the use of chatbots as a tool for self-regulated learningen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1016/j.heliyon.2023.e12843es
dc.identifier.doi10.1016/j.heliyon.2023.e12843
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-117111RB-I00/ES/ASISTENTES DE VOZ E INTELIGENCIA ARTIFICIAL EN MOODLE: UN CAMINO HACIA UNA UNIVERSIDAD INTELIGENTE/es
dc.journal.titleHeliyonen
dc.volume.number9es
dc.issue.number1es
dc.page.initiale12843es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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