Developing effective educational chatbots with ChatGPT prompts: insights from preliminary tests in a case study on social media literacy (with appendix)
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- dc.contributor.author Koyutürk, Cansu
- dc.contributor.author Yavari, Mona
- dc.contributor.author Theophilou, Emily
- dc.contributor.author Bursić, Sathya
- dc.contributor.author Donabauer, Gregor
- dc.contributor.author Telari, Alessia
- dc.contributor.author Testa, Alessia
- dc.contributor.author Boiano, Raffaele
- dc.contributor.author Gabbiadini, Alessandro
- dc.contributor.author Hernández-Leo, Davinia
- dc.contributor.author Ruskov, Martin
- dc.contributor.author Ognibene, Dimitri
- dc.date.accessioned 2025-01-10T07:44:40Z
- dc.date.available 2025-01-10T07:44:40Z
- dc.date.issued 2024
- dc.description.abstract Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn chatbot interactions and discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue multiple interconnected learning objectives, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the limited history maintained for the conversation and the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.
- dc.description.sponsorship This work has been partially funded by the Volkswagen Foundation (COURAGE project, no. 95567,9B145). TIDE-UPF also acknowledges the support by FEDER, the National Research Agency of the Spanish Ministry, PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033, MDM-2015-0502 and by ICREA under the ICREA Academia programme (D. Hernández-Leo, Serra Hunter).
- dc.format.mimetype application/pdf
- dc.identifier.citation Koyuturk C, Yavari M, Theophilou E, Bursic S, Donabauer G, Telari A, et al. Developing effective educational chatbots with ChatGPT prompts: insights from preliminary tests in a case study on social media literacy (with appendix). In: Shih JL, Kashihara A, Chen W, Ogata H, editors. The 31st International Conference on Computers in Education ICCE 2023; 2023 December 4-8; Matsue, Japan. Taoyuan: Asia-Pacific Society for Computers in Education (APSCE); 2024. p 150-2.
- dc.identifier.uri http://hdl.handle.net/10230/69045
- dc.language.iso eng
- dc.publisher Asia-Pacific Society for Computers in Education (APSCE)
- dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
- dc.rights Copyright 2023 Asia-Pacific Society for Computers in Education. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, transmitted, in any forms or any means, without the prior permission of the Asia-Pacific Society for Computers in Education. Individual papers may be uploaded on to institutional repositories or other academic sites for self-archival purposes.
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.subject.keyword ChatGPT
- dc.subject.keyword Educational chatbots
- dc.subject.keyword Educational prompts
- dc.title Developing effective educational chatbots with ChatGPT prompts: insights from preliminary tests in a case study on social media literacy (with appendix)
- dc.type info:eu-repo/semantics/conferenceObject
- dc.type.version info:eu-repo/semantics/acceptedVersion