Chatbot basado en inteligencia artificial para la educación escolar
Artificial intelligence-based chatbot for school educationBarra lateral del artículo
Contenido principal del artículo
El veloz avance de herramientas digitales basadas en inteligencia artificial (IA) facilita la implementación de soluciones innovadoras en la educación escolar. Los adolescentes están afrontando una etapa desafiante y caracterizada por transformaciones aceleradas. Por ello, la motivación primordial del presente trabajo es exhibir los resultados del uso de chatbots. El objetivo de este estudio es identificar las aplicaciones de herramientas inteligentes de chatbots basadas en IA para la educación escolar. La metodología empleada es una revisión sistemática de artículos en el periodo 2020 a 2022, para lo cual se realizó la búsqueda de documentos en las bases de datos Scopus y Scielo. De acuerdo a los criterios de elegibilidad se identificaron ocho trabajos. Los principales hallazgos indican que las soluciones basadas en chatbots podrían fomentar el desarrollo de los adolescentes, así como mejorar el proceso de enseñanza. Se concluye que los resultados tienen efectos positivos en los adolescentes.
The rapid advancement of digital tools based on artificial intelligence (AI) facilitates the implementation of innovative solutions in school education. Adolescents are facing a challenging stage characterized by accelerated transformations. Therefore, the primary motivation of the present work is to exhibit the results of the use of chatbots. The aim of this study is to identify the applications of AI-based intelligent chatbot tools for school education. The methodology employed is a systematic review of articles in the period 2020 to 2022, for which the search of documents in the Scopus and Scielo databases was performed. According to the eligibility criteria, eight papers were identified. The main findings indicate that solutions based on chatbots could foster the development of adolescents, as well as improve the teaching process. It is concluded that the results have positive effects on adolescents.
Descargas
Detalles del artículo
Alqassim, A. Y., Mahfouz, M. S., Hakami, M. M., Al Faqih, A. A., Shugairi, A. A., Alsanosy, M. R., Rayyani, A. Y., Albrraq, A. Y., Muaddi, M. A., y Alharbi, A. A. (2022). Depression, Anxiety, Stress and Their Association with the Use of Electronic Devices among Adolescents during the COVID-19 Pandemic. International Journal of Mental Health Promotion, 24(2), 251-262. https://doi.org/10.32604/ijmhp.2022.019000
Chen, X., Qi, H., Liu, R., Feng, Y., Li, W., Xiang, M., Cheung, T., Jackson, T., Wang, G., y Xiang, Y. T. (2021). Depression, anxiety and associated factors among Chinese adolescents during the COVID-19 outbreak: a comparison of two cross-sectional studies. Translational Psychiatry, 11(1), 1-8. https://doi.org/10.1038/s41398-021-01271-4
Chen, Z., Hu, G., Zheng, M., Song, X., y Chen, L. (2021). Bibliometrics of machine learning research using homomorphic encryption. Mathematics, 9(21), 1-22. https://doi.org/10.3390/math9212792
Cordeiro, R., Souza, A., y Paulo, C. De. (2023). Impacts of technology on children ’ s health?: a systematic review Impactos da tecnologia na saúde infantil?: revisão sistemática. Sociedade de Pediatria de São Paulo, 41, 1-8. https://doi.org/10.1590/1984-0462/2023/41/2020504
Deveci-Topal, A., Dilek Eren, C., y Kolburan Geçer, A. (2021). Chatbot application in a 5th grade science course. Education and Information Technologies, 26(5), 6241-6265. https://doi.org/10.1007/s10639-021-10627-8
El-Hefny, W., Mansy, Y., Abdallah, M., y Abdennadher, S. (2021). Jooka: A Bilingual Chatbot for University Admission. Advances in Intelligent Systems and Computing, 1367, 2-11. https://doi.org/10.1007/978-3-030-72660-7_64
Fedorenko, E. H., Velychko, V. Y., Stopkin, A. V., Chorna, A. V., y Soloviev, V. N. (2019). Informatization of education as a pledge of the existence and development of a modern higher education. CEUR Workshop Proceedings, 2433, 20-32. http://ceur-ws.org/Vol-2433/paper01.pdf
Gabrielli, S., Rizzi, S., Carbone, S., y Donisi, V. (2020). A chatbot-based coaching intervention for adolescents to promote life skills: Pilot study. JMIR Human Factors, 7(1), 1-7. https://doi.org/10.2196/16762
Giedd, J. N. (2008). The Teen Brain: Insights from Neuroimaging. Journal of Adolescent Health, 42(4), 335-343. https://doi.org/10.1016/j.jadohealth.2008.01.007
Grové, C. (2021). Co-developing a Mental Health and Wellbeing Chatbot With and for Young People. Frontiers in Psychiatry, 11(February), 1-12. https://doi.org/10.3389/fpsyt.2020.606041
Hawker, D., y Boulton, M. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. J Child Psychol Psychiatry, 41(4), 441-455. https://pubmed.ncbi.nlm.nih.gov/10836674/
KOCAELI. (s. f.). Kocaeli University. http://int.kocaeli.edu.tr/index_en.php?enpages=page yid=kocaeli-university
Ly, K. H., Ly, A. M., y Andersson, G. (2017). A fully automated conversational agent for promoting mental well-being: A pilot RCT using mixed methods. Internet Interventions, 10(2017), 39-46. https://doi.org/10.1016/j.invent.2017.10.002
Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., y Daradoumis, A. (2022). Educational AI Chatbots for Content and Language Integrated Learning. Applied Sciences (Switzerland), 12(7), 2-16. https://doi.org/10.3390/app12073239
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. Internet and Higher Education, 44(2020), 1-13. https://doi.org/10.1016/j.iheduc.2019.100707
Mathew, A. N., Rohini, V., y Paulose, J. (2021). NLP-based personal learning assistant for school education. International Journal of Electrical and Computer Engineering, 11(5), 4522-4530. https://doi.org/10.11591/ijece.v11i5.pp4522-4530
McBrien, J. L., Jones, P., y Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. https://doi.org/10.19173/irrodl.v10i3.605
Nakamoto, J., y Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221-242. https://doi.org/10.1111/j.1467-9507.2009.00539.x
Nguyen, H. D., Tran, D. A., Do, H. P., y Pham, V. T. (2020). Design an Intelligent System to automatically Tutor the Method for Solving Problems. International Journal of Integrated Engineering, 12(7), 211-223. https://doi.org/10.30880/ijie.2020.12.07.024
Noah-Harari, Y. (2018). 21 lecciones para el siglo XXI. Debate, Barcelona.
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., y Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119-2126. https://doi.org/10.11124/JBIES-20-00167
Retuerto, D. M., de Lahidalga, I. R. M., y Lasurtegui, I. I. (2020). Disruptive behavior programs on primary school students: A systematic review. European Journal of Investigation in Health, Psychology and Education, 10(4), 995-1009. https://doi.org/10.3390/ejihpe10040070
Reznik, L. (2009). General principles and purposes of computational intelligence. Systems Science and Cybernetics, III. http://www.eolss.net/sample-chapters/c02/E6-46-04-01.pdf
Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., y Di Lorenzo, G. (2020). COVID-19 Pandemic and Lockdown Measures Impact on Mental Health Among the General Population in Italy. Frontiers in Psychiatry, 11, 1-12. https://doi.org/10.3389/fpsyt.2020.00790
Sarosa, M., Kusumawardani, M., Suyono, A., y Wijaya, M. H. (2020). Developing a social media-based Chatbot for English learning. IOP Conference Series: Materials Science and Engineering, 732(1), 1-6. https://doi.org/10.1088/1757-899X/732/1/012074
Shin, D., Kim, H., Lee, J. H., y Yang, H. (2021). Exploring the use of an artificial intelligence chatbot as second language conversation partners*. Korean Journal of English Language and Linguistics, 2021(21), 375-391. https://doi.org/10.15738/kjell.21..202104.375
UNESCO (2020). La educación en tiempos de la pandemia de COVID-19. Naciones Unidas. https://www.cepal.org/es/publicaciones/45904-la-educacion-tiempos-la-pandemia-covid-19
Vizcaya-Moreno, M. F., y Pérez-Cañaveras, R. M. (2020). Social media used and teaching methods preferred by generation z students in the nursing clinical learning environment: A cross-sectional research study. International Journal of Environmental Research and Public Health, 17(21), 1-10. https://doi.org/10.3390/ijerph17218267
Wiguna, T., Minayati, K., Kaligis, F., Ismail, R. I., Wijaya, E., Murtani, B. J., y Pradana, K. (2021). The Effect of Cyberbullying, Abuse, and Screen Time on Non-suicidal Self-Injury Among Adolescents During the Pandemic: A Perspective From the Mediating Role of Stress. Frontiers in Psychiatry, 12, 1-10. https://doi.org/10.3389/fpsyt.2021.743329
Williams, M. L., Morse, B. L., DeGraffenried, W., y McAuliffe, D. L. (2021). Addressing Stress in High School Students During the COVID-19 Pandemic. NASN school nurse (Print), 36(4), 226-232. https://doi.org/10.1177/1942602X21993053
Xiang, Y. T., Yang, Y., Li, W., Zhang, L., Zhang, Q., Cheung, T., y Ng, C. H. (2020). Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. The Lancet Psychiatry, 7(3), 228-229. https://doi.org/10.1016/S2215-0366(20)30046-8
Young Oh, E., Song, D., y Hong, H. (2020). Interactive Computing Technology in Anti-Bullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change Toward Bullying Problems. En Journal of Educational Computing Research 58 (1), 200-219. https://doi.org/10.1177/0735633119839177