Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning

Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning

Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning

Hsin-Yi Liang, Gwo-Jen Hwang, Tien-Yu Hsu, Jen-Yuan Yeh

Abstract

"Recently, alternate reality games (ARGs) have been ap-plied in museum learning to encourage learners' active engagement through playful problem-solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learn-ers are capable of self-regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG-based learning to support students’ learning with adaptive feedback in a museum. A quasi-experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI-based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double-loop learning."

Reference

Liang, H.-Y., Hwang, G.-J., Hsu, T.-Y., & Yeh, J.-Y. (2024). Effect of an AI-based chatbot on students' learning performance in alternate reality game-based museum learning. British Journal of Educational Technology, 55(5), 2315–2338. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13448

Keywords

Alternate Reality Games, Chatbots, Game-Based Learning