Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance

• Published in: IEEE transactions on learning technologies Vol. 17; pp. 1378 - 1389
• Main Authors: Yin, Jiaqi, Goh, Tiong-Thye, Hu, Yi
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 2024; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Anxiety; Anxiety disorders; Chatbot; Chatbots; Cognitive load; Data analysis; Design of experiments; Educational objectives; Feedback; formative feedback; intrinsic motivation; learning performance; Motivation; Search problems; Students; Task analysis; Teachers; Undergraduate study; Videos; Writing

This study aimed to examine sustainable effects of chatbot-based formative feedback on intrinsic motivation, cognitive load, and learning performance. A longitudinal quasi-experimental design with 173 undergraduate students was conducted. The experiment is a between-subject design. Students either r...