A proposed methodology for investigating chatbot effects in peer review

Resource type
Thesis type
(Thesis) Ph.D.
Date created
2020-07-24
Authors/Contributors
Abstract
Teaching academic writing skills consumes a lot of time for teachers. One way to save some of this time and support students’ development of writing skills is to supplement teacher-student interaction with a chatbot. I developed such a chatbot, DD, to help post-secondary writers develop a thesis statement for an argumentative essay and to improve their feedback when in the role of a peer reviewer of classmates’ draft essays. The study analyzes student-chatbot interactions in a lower division course as background for developing methodological procedures that examine students’ engagement patterns with a chatbot. Analyses of student-chatbot data reveal students participating in this study tended to be overconfident about their learning. Furthermore, students reported a positive experience when they conversed with the chatbot. Several pedagogical implications for chatbot-guided writing instructions and uses of learning technology are addressed.
Document
Identifier
etd20953
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Copyright is held by the author.
Permissions
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Scholarly level
Supervisor or Senior Supervisor
Thesis advisor: Winne, Philip H.
Member of collection
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etd20953.pdf 1.96 MB