ArticleEducation and information technologies2023
The implementation of chatbot-mediated immediacy for synchronous communication in an online chemistry course.
Article in Education and information technologies, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Artificial Intelligence as a Personal Coach: A Narrative Review of Benefits and Risks in Educational and Health Contexts.Behavioral sciences (Basel, Switzerland) · 2026Review
- The Effects of Agent Type and Feedback Style on Self-Directed Learning: A Mixed-Methods Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- Decoding dynamic emotional valence in GenAI interactions: insights from covariate-dependent Markov chains.Frontiers in psychology · 2026Article
- The Impact of Chatbot Response Strategies and Emojis Usage on Customers' Purchase Intention: The Mediating Roles of Psychological Distance and Performance Expectancy.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Low student engagement and motivation in online classes are well-known issues many universities face, especially with distance education during the COVID-19 pandemic. The online environment makes it even harder for teachers to connect with their students through traditional verbal and nonverbal behaviours, further decreasing engagement. Yet, addressing such problems with 24/7 synchronous communication is overly demanding for faculty. This paper details an automated Question-Answering chatbot system trained in synchronous communication and instructor immediacy techniques to determine its suitability and effectiveness in attending to students undergoing an online Chemistry course. The chatbot is part of a new wave of affective focused chatbots that can benefit students' learning process by connecting with them on a relatively more humanlike level. As part of the pilot study in the development of this chatbot, qualitative interviews and self-report data capturing student-chatbot interactions, experiences and opinions have been collected from 12 students in a Singaporean university. Thematic analysis was then employed to consolidate these findings. The results support the chatbot's ability to display several communication immediacy techniques well, on top of responding to students at any time of the day. Having a private conversation with the chatbot also meant that the students could fully focus their attention and ask more questions to aid their learning. Improvements were suggested, in relation to the chatbot's word detection and accuracy, accompanied by a framework to develop communication immediacy mechanics in future chatbots. Our findings support the potential of this chatbot, once modified, to be used in a similar online setting. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-023-11602-1.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.