The Effect of Using Social Chatbots on Citizenship Skills and Learning Quality of Fourth Grade Students in District 4 of Shiraz City
Subject Areas : EducationBabak Roostami 1 * , Zahra Mohammadi 2
1 - Department of Educational Sciences, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
2 - Department of Educational Sciences, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
Keywords: Quality of learning, Citizenship skills, Chatbot.,
Abstract :
Introduction: Social chatbots, especially Chat GPT, with their accurate response capabilities and active interaction, have a high capacity to support informal education, teach communication skills, and develop critical thinking. The aim of the present study was to investigate the effect of using an artificial intelligence chatbot on citizenship skills and the quality of learning of fourth-grade elementary school students in District 4 of Shiraz.
Research Methodology: This applied study was conducted with a quasi-experimental method and pre-test and post-test design, including two experimental and control groups. The statistical population of the study was all students of this grade in the aforementioned district (about 13,400 people). A sample of 38 people was selected purposively from among students of random schools; those who had lower scores in citizenship skills and learning quality and had access to smartphones. This sample was divided into two equal groups and training with an artificial intelligence chatbot was implemented for the experimental group. Data collection was carried out by library and field methods; quantitative data were collected with the standard Tabesh citizenship skills questionnaire (2012) and Rahmani learning quality questionnaire (2010). The validity of the tools was verified by teachers and their reliability was calculated with Cronbach's alpha coefficient. The educational intervention was conducted for four weeks using an AI chatbot, and then the data were analyzed. Data analysis was performed using the Kolmogorov-Smirnov test and multivariate analysis of covariance using SPSS version 27.
Findings: The results showed that the use of an AI chatbot had no significant effect on citizenship skills and learning quality (p > 0.05). Also, the control group performed better than the experimental group in both variables.
Conclusion: Findings indicate that the use of an AI chatbot alone cannot significantly improve citizenship skills and learning quality of students with low scores, and there is a need to design and implement more comprehensive interventions. Researchers working in the field of educational technology can provide more effective solutions for improving educational skills by utilizing the results of this study.
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