Using Artificial Intelligence Chatbots to Support Online Mathematics Video Learning (Poster 12)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

Online video learning has been increasingly promoted to improve the ease of learning and knowledge dissemination. However, online video learning is faced with massive amounts of internet data, which may cause cognitive overload for students. Besides, online video learning weakens students’ learning experience and reduces learning satisfaction for the lack of sufficient interaction. This study was conducted with 80 university students who engaged in online mathematics video learning. Two experimental groups (EG1: Interact with an artificial intelligence chatbot; EG2: Interact with a human teacher), and one control group (CG: No interaction) were selected. The results showed that the group that used chatbot interaction in online mathematics video learning had more favorable results in reducing cognitive load and increasing student satisfaction.

Authors

• Heng Zhang, University of Hong Kong

• Jing Zhang, Universiti Sains Malaysia

• Shumin Zhao, University of Nevada - Reno

• Yanan Zhao, Northwest Minzu University