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Do educational chatbots raise project-course grades?
In a Malaysian team design course, students using an educational chatbot outperformed a traditional class on learning achievement, without clear gains on motivation or creative self-efficacy.
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What was the main learning-performance result?
The educational-chatbot group significantly outperformed the traditional control group.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
How many students participated?
60 students, 30 per class/condition.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
Did motivational beliefs differ after the intervention?
No significant difference was found between chatbot and control groups.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What happened to creative self-efficacy?
Post-test creative self-efficacy did not differ significantly between groups.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
Who were the learners?
Second-year Bachelor of Education TESOL students minoring in multimedia in Malaysia.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What design approach did the authors use?
A quasi-experimental comparison of chatbot and traditional classes.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What was held constant across conditions?
Learning contents, class duration, and instructor.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What was Cohen’s d for learning performance?
d = 0.978, indicating a large practical difference favoring the chatbot group.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
Did perception of learning differ significantly?
No significant difference was found on perception of learning.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What instructional setting was studied?
A team-based design course using project-based learning.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What gender imbalance characterized the sample?
11 male and 49 female students, typical for the program.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified
What did need-for-cognition results show?
Adjusted post-test means were essentially identical and not significantly different.
Source: Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course · DOI · quote verified