A review of integrating AI-based chatbots into flipped learning

New possibilities and challenges

Dados Bibliográficos

ID22166142
AutoresChung Kwan Lo (0000-0003-2305-9227, Education University of Hong Kong, autor correspondente), Khe Foon Hew (0000-0003-4149-533X, University of Hong Kong)
Ano2023
Volume8
Data de publicação2023-05-22
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1175715
OpenAlexW4377294106
IdiomaEN
Citações recebidas12
Referências citadas24

This mini review examines the emerging concept of integrating AI-based chatbots into flipped learning and its potential to enhance students’ learning experience. We investigate the design and practice of chatbot-supported flipped learning, as well as the benefits and challenges associated with this approach. Despite an extensive database search, only 10 empirical articles were found, indicating that this cutting-edge research topic requires further exploration. The findings of this review suggest that this emerging instructional approach could result in benefits such as increased student interaction with learning content, improved class preparation, and data-driven teaching and learning. However, potential challenges included limited technical functionality, lacking authenticity, and insufficient student motivation. The review offers insights into future research and development to advance the knowledge and practice of integrating AI chatbots into flipped learning

Chatbot · Data science · Flipped Classroom · Flipped learning · Knowledge management · Mathematics education · Computer Science · E-Learning and Knowledge Management · Innovative Teaching Methods · Online Learning and Analytics · Psychology · Artificial Intelligence