Expectation and Its Change Over Time: A Within-Subject Study of Chatbot Expectations and Learning Experience

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: AI in Assessment and Reasoning: Innovations in Measurement and Scale Development

Abstract

While AI-powered chatbots are integrated into courses, little is known about how learners’ expectations relate to learning outcomes. Grounded in expectancy-value theories, this study explored how learners’ expectations of a course chatbot changed and whether their early expectation types (high academic vs. low academic) were associated with learning experience gains. Participants (n = 28) provided their expectations of the chatbot and learning experience measures at both time points, early and later phases. Results showed that 46.4 % of the students changed their expectations of the chatbot over time, often broadening them. Moreover, learners with high initial academic expectations demonstrated significantly greater gains in self-regulation. The finding suggests that learners who view chatbots as academic support engage more in self-regulated learning.

Authors

• Songhee Han, Florida State University

• Jueun Shin, Florida State University

• Jiyoon Han, Florida State University