The Effectiveness of Using a Cognitive Style-based Chatbot in Developing Science Concepts and Critical Thinking Skills among Preparatory School Pupils
Keywords:
Chatbot, Cognitive style, Science concepts, Critical thinking skills
Abstract
The research investigated the effectiveness of using a cognitive style-based chatbot in developing science concepts and critical thinking skills among preparatory school pupils. To achieve the aim of the research, the researchers applied the two groups' quasi-experimental design and utilized three instruments as follows;1) Budner scale to measure the tolerance of ambiguity; 2) Science concepts achievement test developed by the researchers and implemented before and after applying a cognitive style-based chatbot; 3) The critical thinking skills test developed by the researchers to identify four critical thinking skills required for grade 8 level and implemented before and after applying a cognitive style-based chatbot. The participants were chosen randomly from eighth-graders (N=50) at HOIS (Hurghada Official International School), Red Sea Governorate, Egypt. The researchers divided participants into two experimental groups of 25 pupils (EGA) and (EGB) according to their cognitive style as tolerant or intolerant of ambiguity. Quantitative results showed the significant mean differences between the scores of participants at level (0.005 ≥) in the pre-post testing procedures in favor of the post-testing for both dependent variables (science concept and critical thinking skills). Results indicated the positive impact of utilizing a cognitive style-based chatbot in developing science concepts and critical thinking skills for preparatory school pupils. So, the researchers recommended employing chatbots in learning science for their high effectiveness in developing science concepts and critical thinking skills among preparatory school pupils in Egypt.
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References
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38. Sandu, N., & Gide, E. (2019). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (1-5). IEEE.
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41. Sumutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education. 151. 1-11. https://doi.org/10.1016/j.compedu.2020.103862.
42. Susiani, T., Salimi, M., & Hidayah, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? In SHS Web of Conferences (42). 00042. EDP Sciences. (406). Springer, Berlin, Heidelberg
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44. Yin, J., Goh, T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177/0735633120952067.
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2. Abowazna, F., & Abogaber, M., (2017). The effect of using integrated educational games in teaching science on developing critical thinking skills for eighth grade female students in Jordan. Jordanian Journal of Educational Sciences. 2(1). 78- 113.
3. Abuzied, A. H., & Mohamed, A. (2019). Efficacy of gamification to increase the scientific concepts acquisition in science learning and creative problem-solving skills for second preparatory grade students. Egyptian Journal of Science Education, 22(3), 93-132.
4. Al–Harahsheh, K. (2019). The Effect of Web Quests Strategy in Science Teaching on Scientific Concepts Acquisition and Developing Creative Thinking Skills Among the Primary Stage Students in Jordan. Educational Journal. Kuwait University. 33 (130). 265-303.
5. Al–Harahsheh, K. (2019). The effectiveness of using flipped learning in science teaching in acquiring scientific concepts and basic science processes for eighth grade students in Jordan. Educational Journal. University of Jourdan. 46 (4). 206-221.
6. Bii, P., & Too, J. (2016). What Will Be in Those Laptops: Empowering Students and Teachers to Add Content to an Educational Chatbot's Knowledge Base. Universal Journal of Educational Research, 4(5). 941-948.
7. Chen, H., VickiWidarso, G., & Sutrisno, H. (2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161–1189. https://doi.org/10.1177/0735633120929622
8. Decay, J. (1989). Fundamentals of Creative Thinking Lexington.
MA, Lexington books.
9. Duit, R., et al. (2001). Fostering conceptual change by Analogies between Scylla and Charybdis. Learning & Instruction. (11). 283-303.
10. Elajmi, S. (2018). The effect of using flipped learning in developing scientific concepts in science for middle school students. Journal of Educational Sciences. 62 (2). 105-150.
11. Elkebeby, A. (2019). The effect of teaching science using roundhouse chart on the acquisition of scientific concepts and the development of visual thinking skills among students of sixth grade in Abha Saudi Arabia. Journal of Educational and Psychological Sciences. 3(1). 15-46.
12. Fakash, Z. (2018). Chatbot for University: Four Challenges Facing Higher Education and How Chatbots can solve them? Retrieved from: https://chatbotslife.com/chatbot-for-university-4-challenges-facinghigher-education-and-how-chatbots-can-solve-them-90f9dcb34822. On:1/4/2022.
13. Fryer, L., et al. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of chatbot and human task partners. Computer in Human Behavior. 75 (1). 461-468.
14. Gaber, G., & Hassan, A., (2001). Critical Thinking - A project to develop thinking styles among students in pre-university education. Arab League Educational, Cultural and Scientific Organization. Cairo. National Center for Examination and Educational Assessment.
15. Ismaeel, D., & Al Mulhim, E. (2019). Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students. International Education Studies, 12(3). 59-70.
16. Karsenti, T. (2019). Artificial intelligence in education: the urgent need to prepare teachers for tomorrow’s schools. Formation et profession, 27 (1), 112-116.
17. Khalifa, A. (2011). The effect of teaching science using the directed discovery approach in the laboratory on academic achievement on a sample of sixth graders of primary school in Tabuk city schools. Journal of Damascus University. 27(3-4). 923-952.
18. Khalil, E. (2020). Critical Thinking-Based Learning: Developments, Trends, and Values. Arab Journal of Educational and Psychological Sciences, 4(17). 575-592.
19. Khan, R., & Anik, D. (2018). Build Better Chatbots. A complete guide to getting started with chatbots. USA. Apress. ISBN-13: 978-1484231104.
20. Kowalski. S., Pavlovska. K., & Goldstein, M. (2013). Two Case Studies in Using Chatbots for Security Training. In: Dodge R., & Futcher, L., (eds) Information Assurance and Security Education and Training. WISE 2009. IFIP
21. Kusi, C. (2017). Teaching Science Preparation of student teachers to teach science at the junior high school: A study of one teacher college of education in Ashanti Region, Ghana (Master's thesis).
22. Mostafa, M. (2014). The importance of scientific concepts in science teaching and the difficulties of learning them. Journal of Social Studies and Research. South Valley University. (8). 88-108.
23. Oudeyer, P. Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in brain research, 229, 257-284.
24. Radziwill, N., & Benton, M. (2017). Evaluation Quality of Chatbots and Intelligent Conversational Agents. Computing Research Repository (CORR). 1-21.
25. Roos, S. (2018). Chatbots in education: A passing trend or a valuable pedagogical tool? Uppsala University. Retrieved from: http://www.diva-portal.org/smash/get/diva2:1223692/FULLTEXT01.pdf. On:14/4/2022.
26. Sandu, N., & Gide, E. (2019). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (1-5). IEEE.
27. Stanley Budner, N. Y. (1962). Intolerance of ambiguity as a personality variable 1. Journal of personality, 30(1), 29-50.
28. Stobaugh, R. (2013). Assessing critical thinking in middle and high schools: Meeting the Common Core. Routledge.
29. Sumutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education. 151. 1-11. https://doi.org/10.1016/j.compedu.2020.103862.
30. Susiani, T., Salimi, M., & Hidayah, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? In SHS Web of Conferences (42). 00042. EDP Sciences. (406). Springer, Berlin, Heidelberg
31. Winkler, R., & Söllner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. Academy of Management Annual Meeting Proceedings. DOI: 10.5465/AMBPP.2018.15903abstract.
32. Yang, D., & Baldwin, S. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11. Retrieved from: https://doi.org/10.46328/ijtes.v4i1.22. on: 14/4/2020.
33. Yin, J., Goh, T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation
34. Radziwill, N., & Benton, M. (2017). Evaluation Quality of Chatbots and Intelligent Conversational Agents. Computing Research Repository (CORR). 1-21.
35. References of the published journal V2
36. Roos, S. (2018). Chatbots in education: A passing trend or a valuable pedagogical tool? Uppsala University. Retrieved from:
37. http://www.diva-portal.org/smash/get/diva2:1223692/FULLTEXT01.pdf
38. Sandu, N., & Gide, E. (2019). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (1-5). IEEE.
39. Snyder, L., & Snyder, M. (2008). Teaching Critical Thinking and Problem-Solving Skills. The Delta Pi Epsilon Journal, 1 (2). 90 – 99.
40. Stobaugh, R. (2013). Assessing critical thinking in middle and high schools: Meeting the Common Core. Routledge.
41. Sumutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education. 151. 1-11. https://doi.org/10.1016/j.compedu.2020.103862.
42. Susiani, T., Salimi, M., & Hidayah, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? In SHS Web of Conferences (42). 00042. EDP Sciences. (406). Springer, Berlin, Heidelberg
43. Yang, D., & Baldwin, S. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11. Retrieved from: https://doi.org/10.46328/ijtes.v4i1.22. on: 14/4/2020.
44. Yin, J., Goh, T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177/0735633120952067.
45. https://www.educba.com/artificial-intelligence-technology/
Published
2022-07-31
How to Cite
Barsoum, S. S., Elnagar, M. S., & Awad, B. M. (2022). The Effectiveness of Using a Cognitive Style-based Chatbot in Developing Science Concepts and Critical Thinking Skills among Preparatory School Pupils. European Scientific Journal, ESJ, 18(22), 52. https://doi.org/10.19044/esj.2022.v18n22p52
Section
ESJ Social Sciences
Copyright (c) 2022 Suzan Samir Barsoum, Mohamed S. Elnagar, Boushra Mossad Awad
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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