Abstract
Increasing frequency of epidemics, such as SARS-CoV, MERS-CoV, Ebola, and the recent COVID-19, have affected various sectors, especially education. As a result, emphasis on e-learning and distance learning has been increasing in recent years. The growing numbers of mobile users and access to the internet across the world has created more favorable conditions for adopting distance learning on a wider scale. However, lessons learnt from current experiments have highlighted poor student engagement with learning processes, hence a user-centric approach to design and develop educational chatbots is presented. A User-centric approach enables developers to consider the following: learners’ and teachers’ technological skills and competencies, attitudes, and perceptions and behaviour; conceptual concerns, such as pedagogical integration on online platforms, assessment procedures, varying learning culture and lifestyles; technical concerns, such as privacy, security, performance, ubiquity; and regulatory concerns, such as policies, frameworks, standards, ethics, roles and responsibilities have been identified in this study. To address these concerns, there is the need for user-centric design and collaborative approaches to the development of distance learning tools. Considering the abovementioned challenges and the growing emphasis on distance learning, we propose chatbot learning as an effective and efficient tool for delivering such learning. In this regard, a user-centric framework for designing chatbot learning applications and a collaborative user-centric design methodology for developing chatbot learning applications is proposed and discussed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Rodriguez, R.: Time to fix American education with race-for-space resolve. The Harvard Gazette. https://news.harvard.edu/gazette/story/2020/04/the-pandemics-impact-on-education/. Accessed 10 June 2020
UNESCO: Education: from disruption to recovery. https://en.unesco.org/covid19/educationresponse. Accessed 10 June 2020
UNESCO: Education response to COVID-19 in the Caribbean. https://en.unesco.org/covid19/educationresponse/solutions. Accessed 10 June 2020
de Wit, E., van Doremalen, N., Falzarano, D., Munster, V.: SARS and MERS: recent insights into emerging coronaviruses. Nat. Rev. Microbiol. 14(8), 523–534 (2016). https://doi.org/10.1038/nrmicro.2016.81
Statista, Mobile internet usage worldwide - statistics & facts. https://www.statista.com/topics/779/mobile-internet/. Accessed 10 June 2020
Raftree, L., Martin, N.: What’s Holding Back Mobile Phones for Education?. Stanford Social Innovation Review (2013)
Sharples, M.: The design of personal mobile technologies for lifelong learning. Comput. Educ. 34(3–4), 177–193 (2013)
Ken, M.: Low-key m-learning: a realistic introduction of m-learning to developing countries. In: Conference on Understanding, Learning in the Mobile Age, Budapest, Hungary (2016). https://doi.org/10.13140/rg.2.1.1032.4962
Brandtzaeg, P.B., Følstad, A.: Why people use chatbots. In: Kompatsiaris, I., et al. (eds.) INSCI 2017. LNCS, vol. 10673, pp. 377–392. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-70284-1_30
Bahja, M.: Natural language processing applications in business. In: E-Business, Intech Open (2020). https://doi.org/10.5772/intechopen.92203
Winkler, R., Söllner, M.: Unleashing the potential of chatbots in education: a state-of-the-art analysis. In: Academy of Management Annual Meeting (AOM) - Chicago, USA (2018)
Benotti, L., MartĂnez, M., Schapachnik, F.: Engaging high school students using chatbots. In: Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education - Iticse (2014). https://doi.org/10.1145/2591708.2591728
Hammad, R., Odeh, M., Khan, Z.: eLEM: a novel e-learner experience model. Int. Arab J. Inf. Technol. 14(4A), 586–597 (2017)
Hammad, R., Odeh, M., Khan, Z.: Towards a generalised e-learning business process model. In BUSTECH 2017, the Seventh International Conference on Business Intelligence and Technology (2017)
Cunningham-Nelson, S., Boles, W., Trouton, L., Margerison, E.: A review of Chatbots in education: practical steps forward. In: AAEE - Annual Conference of Australasian Association for Engineering Education (2019)
Simpson, O.: Supporting Students in Online Open and Distance Learning. Routledge, New York (2018)
Zhang, S., Liu, Q., Chen, W., Wang, Q., Huang, Z.: Interactive networks and social knowledge construction behavioral patterns in primary school teachers’ online collaborative learning activities. Comput. Educ. 104, 1–17 (2017). https://doi.org/10.1016/j.compedu.2016.10.011
Keengwe, J., Bhargava, M.: Mobile learning and integration of mobile technologies in education. Educ. Inf. Technol. 19(4), 737–746 (2013). https://doi.org/10.1007/s10639-013-9250-3
Al-Emran, M., Elsherif, H., Shaalan, K.: Investigating attitudes towards the use of mobile learning in higher education. Comput. Hum. Behav. 56, 93–102 (2016)
Yousafzai, A., Chang, V., Gani, A., Noor, R.: Multimedia augmented m-learning: issues, trends and open challenges. Int. J. Inf. Manage. 36(5), 784–792 (2016)
Zaborova, E.N., Glazkova, I.G., Markova, T.L.: Distance learning: students’ perspective. Sotsiologicheskie issledovaniya [Sociological Studies] 2, 131–139 (2017)
Kearney, M., Burden, K., Rai, T.: Investigating teachers’ adoption of signature mobile pedagogies. Comput. Educ. 80, 48–57 (2015)
Fiock, H.S.: Designing a community of inquiry in online courses. Int. Rev. Res. Open Distrib. Learn. 21(1), 135–153 (2020)
Kaplan, A.M., Haenlein, M.: Higher education and the digital revolution: about MOOCs, SPOCs, social media, and the Cookie Monster. Bus. Horiz. 59(4), 441–450 (2016). https://doi.org/10.1016/j.bushor.2016.03.008
Doyle, R.: E-Learning Framework for Massive Open Online Courses (MOOCs). http://asianvu.com/bk/framework/?page_id=171. Accessed 11 June 2020
Ruipérez-Valiente, J., Muñoz-Merino, P., Leony, D., Delgado Kloos, C.: ALAS-KA: a learning analytics extension for better understanding the learning process in the Khan Academy platform. Comput. Hum. Behav. 47, 139–148 (2015). https://doi.org/10.1016/j.chb.2014.07.002
Parker, J.: An authentic online community of learning framework for higher education: development process, Semantic Scholar (2016)
Bahja, M., Hammad, R., Hassouna, M.: Talk2Learn: a framework for chatbot learning. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds.) EC-TEL 2019. LNCS, vol. 11722, pp. 582–586. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-29736-7_44
Bahja, M., Hammad, R.: A user-centric design and pedagogical-based approach for mobile learning. In: Proceedings of the Tenth International Conference on Mobile, Hybrid and Online Learning, IARIA, Rome, Italy, pp. 100–105 (2018). ISBN 978-1-61208-619-4
Dirin, A., Nieminen, M.: Assessments of user centered design framework for M-learning application development. In: Zaphiris, P., Ioannou, A. (eds.) LCT 2015. LNCS, vol. 9192, pp. 62–74. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-20609-7_7
Hamouda, A.: An exploration of causes of Saudi students’ reluctance to participate in the English language classroom. Int. J. Engl. Lang. Educ. 1(1), 17–34 (2013)
Howard, T.C.: Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. Urban Rev. 33, 131–149 (2001). https://doi.org/10.1023/A:1010393224120
Kelly, A.E., Seppa, M.: Changing policies concerning student privacy and ethics in online education. Int. J. Inf. Educ. Technol. 6(8), 652–655 (2016)
Ma, K., Liu, L., Sukhatme, G.: Informative planning and online learning with sparse Gaussian processes. In: IEEE International Conference on Robotics and Automation (ICRA) (2017). https://doi.org/10.1109/icra.2017.7989494
Welle-Strand, A., Thune, T.: E-learning policies, practices and challenges in two Norwegian organizations. Eval. Program Plan. 26(2), 185–192 (2003). https://doi.org/10.1016/s0149-7189(03)00006-5
Shipunova, O.D., Berezovskaya, I.P., Murekyo, L.M., Evseev, V.V., Evseeva, L.I.: Personal intellectual potential in the e-culture conditions. Education 39(40), 15 (2018)
Hung, M.: Teacher readiness for online learning: scale development and teacher perceptions. Comput. Educ. 94, 120–133 (2016). https://doi.org/10.1016/j.compedu.2015.11.012
Krueger, R., Casey, M.: Focus Groups. Sage, London (2014)
Richey, R.C., Klein, J.D.: Design and development research. In: Spector, J.M., Merrill, M.D., Elen, J., Bishop, M.J. (eds.) Handbook of Research on Educational Communications and Technology, pp. 141–150. Springer, New York (2014). https://doi.org/10.1007/978-1-4614-3185-5_12
Eason, K.: User-centred design: for users or by users? Ergonomics 38(8), 1667–1673 (1995)
International Organization for Standardization: ISO 9241-210:2010 - Ergonomics of human-system interaction – Part 210: Human-centred design for interactive systems, Iso.org (2010). https://www.iso.org/standard/52075.html. Accessed 11 June 2020
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Bahja, M., Hammad, R., Butt, G. (2020). A User-Centric Framework for Educational Chatbots Design and Development. In: Stephanidis, C., Kurosu, M., Degen, H., Reinerman-Jones, L. (eds) HCI International 2020 - Late Breaking Papers: Multimodality and Intelligence. HCII 2020. Lecture Notes in Computer Science(), vol 12424. Springer, Cham. https://doi.org/10.1007/978-3-030-60117-1_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-60117-1_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-60116-4
Online ISBN: 978-3-030-60117-1
eBook Packages: Computer ScienceComputer Science (R0)