Motivation and emotion/Book/2023/Learning motivation and chatbots

Learning motivation and chatbots:
How can student motivation to learn be enhanced by using artificial intelligence chatbots?

Multimedia presentation (3 min)

Overview

Imagine you have been struggling with your assignment and you have discovered an artificial intelligence chatbot that will help guide you in the right direction and give your pointers as to what you can talk about see (Figure 1.). Now you have to find the motivation to complete the assignment because in the back of the mind you know you have around the clock support if you need.

Artificial intelligence has really taken over the world during 2023 and schools do not see the benefits these chatbots can do for not only students but the teachers as well.

 Add something here:

• Student engagement enhancement
• Personalised learning journey
• Instant feedback and support

Artificial intelligence chatbots are capable of adapting and catering to diverse learning styles, thereby cultivating motivated learning through personalised interactions. As a result, they effectively increase student's confidence and enthusiasm for learning by offering prompt support and feedback. It is clear that AI will have a profound impact on education as well as other domains as a result of these capabilities. Nonetheless, it is crucial to acknowledge and address ethical considerations, including concerns about dependence and potential job displacement for educators, among other issues.

• When prompted with "Some focus questions on 'How student motivation to learn be enhanced by using artificial intelligence chatbots?" the ChatGPT-generated the following response (OpenAI, 2023); (I did edit and change the responses)

Focus questions: How can AI chatbots adapt to diverse learning styles and boost motivation for learning? How does real-time support boost confidence and enthusiasm for learning? What ethical considerations should be addressed when using AI chatbots in education?

What are AI Chatbots?

The current era is witnessing a robust surge of Artificial Intelligence (AI) technology. Chatbots enable machines to engage in cognitive tasks like perception, reasoning, learning, and interaction. The rapid integration of AI into our lives stems from its effectiveness in resolving business challenges, driven by the maturation and convergence of three pivotal technological advancements:

1. advancement in algorithms
2. massive data, and
3. increasing computational power and storage at low cost. (Ergen, 2019)

How AI chatbots can be customised

On average students spend around 15,000 hours learning because of this learning environments have a huge impact on the students individually(Pataranutaporn et al., 2021) . AI can be used to create personalised learning material which enhances student engagement, AI does this by having access to everything on the internet to personally cater to everyones needs see (Figure 2). This can be created for both content in the classroom as well as locations that can help visual learning (Pataranutaporn et al., 2021). AI uses high tech algorithms and is able to produce anything you need within seconds. Students perform best when they are engaged with the information presented in-front of them (Pataranutaporn et al., 2021), AI is able to generate characters which enables students to play different roles to engage their learning. For example, a student can become Leonardo da Vinci and gather insights into his diverse talents, from painting and engineering to anatomy and inventions, showcasing his innovative thinking. This type of learning has been researched and it has been found that virtual reality can positively influence people’s behaviours and abilities in multiple ways such as from supporting expressivity and enhancing problem-solving skills(Pataranutaporn et al., 2021). In aline with this researches also found that virtually embodying an Albert Einstein character in virtual reality improved cognitive task performance and decreased age bias (Pataranutaporn et al., 2021).

Motivated learning

With AI, learning environments enhance motivation for learning, including enhancing student-teacher relationships. Research informs us that students’ motivation has a direct impact on their learning approaches, their engagement level, their persistence in accomplishing goals, and influences their thinking processes and learning approaches (Chiu et al., 2023). Researchers have found that access to technology does not necessarily lead to improved motivation or learning outcomes. It is the teachers' ability to integrate technology into their lesson plans that plays a significant part in motivating students, as do student psychological processes and contextual factors(Chiu et al., 2023). A variety of studies have shown that character appearance is associated with positive outcomes for learners in terms of their behaviour, attitudes, and motivation see (Figure 3)(Chiu et al., 2023). Studies have also shown that blending fictional characters and narratives into learning experiences enhances engagement and attention (Chiu et al., 2023). Illustrated in 2020, a professor's utilisation of an anime character during his online classes produced remarkable results(Pataranutaporn et al., 2021). His students became particularly fond of the anime character, and he noticed an overall increase in student engagement as well as noticeable improvements in retention for both his undergraduate and graduate courses (Pataranutaporn et al., 2021).

 Explain

• Chatbot micro-learning system is designed with motivational dimensions to support self-learning.
• Incorporates various media forms (text, images, videos) for engagement.
• Simplifies content for swift absorption, reducing pressure and stress.
• Includes knowledge checkpoints with positive feedback for self-evaluation, knowledge building, and motivation.
• Enables repeated practice and free-text queries targeting specific concepts.
• Promotes learner-content interaction and perceived application value.
• Offers learning choices with optional content-specific video links.
• Facilitates voluntary self-evaluation, enhancing choice-based motivation.

In a study students were assigned to a traditional learning group or a chatbot- based micro-learning group (Yin et al., 2020). Students in both groups achieved similar performance after the experiment, suggesting that they are capable of learning independently in a chatbot-based environment without continuous face-to-face instruction. Furthermore, students in the chatbot learning group demonstrated significantly higher intrinsic motivation than those in the traditional learning group, with perceived choice and perceived value being key predictors (Yin et al., 2020). This aligns with a student by Wollny et al. (2021) which found that with interactive learning experiences, chatbots can enhance students' skills and motivation, streamline educational processes, provide administrative and logistical information to students, and provide mentorship to students to help them achieve their educational goals.

• When prompted with 'example case study for motivated learning using AI' the ChatGPT-generated the following response (OpenAI, 2023);

Case study Despite her best efforts, Jennifer, a high school student, has difficulties with algebra. An AI chatbot named "ChatGPT" not only provides step-by-step explanations of how to complete practice questions, but it also customises problems to meet the student's particular weaknesses. Due to the tailored support that ChatGPT provides to Jennifer, she sees steady improvements in her algebra skills as a result her motivation soars.

Self-determination Theory

In self-determination theory, people's inherent, innate dispositions and psychological needs are taken into account as the bases for their motivation and personality. Experimental studies investigating the effects of extrinsic rewards on intrinsic motivation led to the development of this theory. Motivation can be classified as intrinsic and extrinsic according to self-determination theory. These two types of motivation shape who we are and how we act (Ryan & Deci, 2000).Self-determination theory also shows that there are three types of basic needs that motivate human behaviour (Ryan & Deci, 2000) see (Figure 4):

1. Autonomy: Autonomy means feeling in control of your actions. Choosing and acknowledging feelings can enhance it, while imposed goals, threats, and deadlines can undermine it.
2. Competence: The term refers to self-efficacy. Negative feedback and excessive challenges can undermine it, while positive feedback and optimal challenges can enhance it
3. Relatedness: One's sense of relatedness to others is based on a sense of belonging. Competitiveness, criticism, or cliques can undermine it, while a supportive environment, respect, and care can enhance it.

In accordance with Self-Determination Theory, if chatbots can be utilised as part of an inquiry instructional approach that allows students to choose their own questions and responses, receive immediate feedback, and feel like they are talking to a human-like machine (Relatedness), they could have a positive impact on learners’ autonomous motivation (Chiu et al., 2023).

Figure 4. What is the Self-determination Theory?

1 According to Self-Determination Theory, how is motivation classified?

	Positive and negative
	Internal and external
	Intrinsic and extrinsic
	Autonomous and controlled

2 What does the concept of competence refer to in Self-Determination Theory?

	A sense of belonging
	Self-efficacy
	Extrinsic rewards
	Inherent dispositions

3 What can undermine the need for relatedness in Self-Determination Theory?

	A supportive environment
	Competitiveness
	Acknowledging feelings
	Respect and care

Boosting Confidence and Enthusiasm

Timely Support and Feedback

Chatbots powered by artificial intelligence play a crucial role in supporting the educational journeys of students by offering timely assistance and delivering instant feedback about their progress. In order to achieve this, these intelligent virtual assistants have been meticulously designed to correct errors quickly, provide clear explanations, and promptly respond to inquiries, making sure that students are not caught up in confusion or roadblocks (Javaid et al., 2023). A rapid feedback mechanism ensures that students are able to grasp concepts more efficiently and effectively by maintaining a consistent and uninterrupted flow of feedback (Javaid et al., 2023).

Moreover, the presence of AI chatbots around the clock, 24/7, is also considered to be one of the major advantages of AI chatbots (Javaid et al., 2023). As a result of this accessibility, students are empowered to pursue their studies on their own time and to seek assistance whenever necessary, breaking down the barriers of traditional teaching schedules and facilitating self-directed learning by maintaining motivation and independence (see Table 1).

Ultimately, the integration of AI chatbots into education, as Javaid et al. have highlighted in their paper (2023), is not only revolutionising education, but also redefining the role of timely support and personalised feedback in fostering students' motivation, competence, and success in their academic pursuits in an increasingly competitive world.

• When prompted with 'case study examples on how ai's timely support and feedback helps students' the ChatGPT-generated the following response (OpenAI, 2023);

Case study Josh is a student who is studying computer science and is working on a coding project. Using "CodeCoach," an AI chatbot that serves as his mentor, he tracks his code in real-time and receives instant feedback. As soon as Josh successfully solves one of the coding challenges, CodeCoach celebrates his achievement and encourages her to continue. This positive feedback fuels Josh's motivation to excel in programming.

Positive reinforcement

Figure 5. Words of positive reinforcement

The objective of positive reinforcement is to distinguish between acceptable and inappropriate behaviour. It is the act of identifying and encouraging a desired behaviour with the hope that it will increase with positive reinforcement. An individual is more likely to repeat a behaviour if it is accompanied by a pleasant stimulus. Anything that creates a positive response can be a 'pleasant stimulus' (Sigler & Aamidor, 2005).

AI provides students with positive reinforcement through various mechanisms:

1. Immediate feedback
2. Encouraging language, see (Figure 5)
3. Personalised encouragement
4. Positive reinforcement loops

Ethical considerations

Some ethical considerations to take into account when using AI chatbots:

• Misportrayal of characters and events through generative AI.
• Promotion of harmful behavior by AI-generated characters.
• Overuse of AI characters leading to reduced human social relationships.
• Supplanting human relationships by substituting AI characters for teachers or therapists.
• Moral implications of creating AI-generated characters based on deceased individuals.
• Legal considerations related to AI-generated characters' rights and consequences.
• Violation of privacy and publicity rights through deepfake pornography.
• Unethical use of AI-generated media without consent for negative applications.
• Liability concerns for AI-generated characters causing harm or misinformation.
• Unclear and inadequate laws and regulations to address AI-generated content liability.
• (Pataranutaporn et al., 2021)

Pros and Cons of Chatbots for Learning Motivation

Table 1. Pros and Cons of Chatbots for Learning Motivation

Pros	Cons
24/7 Availability	The potential for errors
Personalise Learning	Fear of job loss for teachers
Increases Engagement/Motivation	Dependance
Answer students questions	Potential violation of privacy
Analyze data on student performance

Conclusion

AI chatbots can be customised to create personalised learning experiences, engaging virtual characters, and interactive content. By aligning with Self-Determination Theory, they enhance motivation by addressing autonomy, competence, and relatedness. AI chatbots excel in providing timely support, instant feedback, and positive reinforcement. They ensure a steady learning flow by correcting mistakes and offering explanations promptly. Their use of encouraging language and personalised feedback builds students' confidence and willingness to tackle challenges. However, ethical considerations arise, such as the potential for misrepresentation and negative influence. Responsible deployment and ethical guidelines are essential to prevent misuse and uphold human relationships. In summary, AI chatbots have the potential to reshape education by offering personalised, engaging, and motivational learning experiences. Their role, when ethically implemented, can complement human educators, enriching the learning journey and fostering a curious and empowered generation of learners.

Take home messages AI chatbots adapt to diverse learning styles and boost motivation for learning through enhancing student engagement and motivation, improving retention and performance. AI makes for individualised pacing, focusing on specific learning areas and boosting learning efficiency. Real-time support boost confidence and enthusiasm for learning by preventing learning obstacles and ensure steady progress. AI also provides positive reinforcement mechanisms including immediate feedback, encouraging language, and personalised encouragement Ethical concerns with AI chatbots include misrepresentation, promotion of harmful behaviour, diminished human relationships, substitution of human roles, using AI based on deceased individuals, legal rights, privacy violations, unethical uses, and liability issues due to insufficient regulations.

See also

• History of AI (Wikiversity)
• Self determination theory (Wikipedia)
• How students can be motivated (Book chapter, 2014)

References

Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with artificial intelligence (AI) based chatbot. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2172044

Ergen, M. (2019). What is Artificial Intelligence? technical considerations and future perception. The Anatolian Journal of Cardiology, 22, 5–7. https://doi.org/10.14744/anatoljcardiol.2019.79091

Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through CHATGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115

OpenAI. (2023). ChatGPT (version3.5) [Large language model]. https://chat.openai.com/c/2ff574fc-148d-4297-945a-9c54e308ccbb

Pataranutaporn, P., Danry, V., Leong, J., Punpongsanon, P., Novy, D., Maes, P., & Sra, M. (2021). Ai-generated characters for supporting personalized learning and well-being. Nature Machine Intelligence, 3(12), 1013–1022. https://doi.org/10.1038/s42256-021-00417-9

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68

Sigler, E. A., & Aamidor, S. (2005). From positive reinforcement to positive behaviors: An everyday guide for the practitioner. Early Childhood Education Journal, 32(4), 249–253. https://doi.org/10.1007/s10643-004-0753-9

Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on Chatbots in Education. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.654924

Yin, J., Goh, T.-T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177/0735633120952067

External links

• Teacher support and student motivation with AI (Taylor & Francis Online)
• How AI could save (not destroy) education (TED Talk)