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Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning

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 met...

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Autores principales: Sáiz-Manzanares, María Consuelo, Marticorena-Sánchez, Raúl, Martín-Antón, Luis Jorge, González Díez, Irene, Almeida, Leandro
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9871218/
https://www.ncbi.nlm.nih.gov/pubmed/36704275
http://dx.doi.org/10.1016/j.heliyon.2023.e12843
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author Sáiz-Manzanares, María Consuelo
Marticorena-Sánchez, Raúl
Martín-Antón, Luis Jorge
González Díez, Irene
Almeida, Leandro
author_facet Sáiz-Manzanares, María Consuelo
Marticorena-Sánchez, Raúl
Martín-Antón, Luis Jorge
González Díez, Irene
Almeida, Leandro
author_sort Sáiz-Manzanares, María Consuelo
collection PubMed
description 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.
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spelling pubmed-98712182023-01-25 Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning Sáiz-Manzanares, María Consuelo Marticorena-Sánchez, Raúl Martín-Antón, Luis Jorge González Díez, Irene Almeida, Leandro Heliyon Research Article 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. Elsevier 2023-01-13 /pmc/articles/PMC9871218/ /pubmed/36704275 http://dx.doi.org/10.1016/j.heliyon.2023.e12843 Text en © 2023 The Authors https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Research Article
Sáiz-Manzanares, María Consuelo
Marticorena-Sánchez, Raúl
Martín-Antón, Luis Jorge
González Díez, Irene
Almeida, Leandro
Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title_full Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title_fullStr Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title_full_unstemmed Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title_short Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
title_sort perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9871218/
https://www.ncbi.nlm.nih.gov/pubmed/36704275
http://dx.doi.org/10.1016/j.heliyon.2023.e12843
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