A Review of Chatbots in Education: Practical Steps Forward. Cunningham-nelson, S., Boles, W., Trouton, L., & Margerison, E. Proceedings of the AAEE2019 Conference Brisbane, Australia, 2019. ![A Review of Chatbots in Education: Practical Steps Forward [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The class size in a university often impacts on how an educator delivers the material, and how students interact in the class. Smaller class sizes often allow students and educators to interact and have a more positive rapport (Lee, 2009). Class sizes in many universities however, are quite large. This places an additional workload on the lecturer, and makes fostering this interaction more difficult. These large class environments are transitioning to be integrated with online components, and students often expect support responsiveness in line with other online platforms. Learners place importance on their communication needs and consider being treated as individuals, as a highly important contributing factor for enhanced academic performance and satisfaction (Dennen, Aubteen Darabi, & Smith, 2007). This need however can be difficult to meet with traditional in person or online methods such as emails. Chatbots, which are automated, online systems, can be designed to have conversations with users about a particular topic.
@article{cunningham-nelson_review_2019,
title = {A {Review} of {Chatbots} in {Education}: {Practical} {Steps} {Forward}},
url = {https://eprints.qut.edu.au/134323/},
abstract = {The class size in a university often impacts on how an educator delivers the material, and how students interact in the class. Smaller class sizes often allow students and educators to interact and have a more positive rapport (Lee, 2009). Class sizes in many universities however, are quite large. This places an additional workload on the lecturer, and makes fostering this interaction more difficult. These large class environments are transitioning to be integrated with online components, and students often expect support responsiveness in line with other online platforms. Learners place importance on their communication needs and consider being treated as individuals, as a highly important contributing factor for enhanced academic performance and satisfaction (Dennen, Aubteen Darabi, \& Smith, 2007). This need however can be difficult to meet with traditional in person or online methods such as emails. Chatbots, which are automated, online systems, can be designed to have conversations with users about a particular topic.},
journal = {Proceedings of the AAEE2019 Conference Brisbane, Australia},
author = {Cunningham-nelson, Samuel and Boles, Wageeh and Trouton, Luke and Margerison, Emily},
year = {2019},
pages = {1--8},
}
Downloads: 0
{"_id":"sR2MDoEWp6n3BhZbe","bibbaseid":"cunninghamnelson-boles-trouton-margerison-areviewofchatbotsineducationpracticalstepsforward-2019","author_short":["Cunningham-nelson, S.","Boles, W.","Trouton, L.","Margerison, E."],"bibdata":{"bibtype":"article","type":"article","title":"A Review of Chatbots in Education: Practical Steps Forward","url":"https://eprints.qut.edu.au/134323/","abstract":"The class size in a university often impacts on how an educator delivers the material, and how students interact in the class. Smaller class sizes often allow students and educators to interact and have a more positive rapport (Lee, 2009). Class sizes in many universities however, are quite large. This places an additional workload on the lecturer, and makes fostering this interaction more difficult. These large class environments are transitioning to be integrated with online components, and students often expect support responsiveness in line with other online platforms. Learners place importance on their communication needs and consider being treated as individuals, as a highly important contributing factor for enhanced academic performance and satisfaction (Dennen, Aubteen Darabi, & Smith, 2007). This need however can be difficult to meet with traditional in person or online methods such as emails. Chatbots, which are automated, online systems, can be designed to have conversations with users about a particular topic.","journal":"Proceedings of the AAEE2019 Conference Brisbane, Australia","author":[{"propositions":[],"lastnames":["Cunningham-nelson"],"firstnames":["Samuel"],"suffixes":[]},{"propositions":[],"lastnames":["Boles"],"firstnames":["Wageeh"],"suffixes":[]},{"propositions":[],"lastnames":["Trouton"],"firstnames":["Luke"],"suffixes":[]},{"propositions":[],"lastnames":["Margerison"],"firstnames":["Emily"],"suffixes":[]}],"year":"2019","pages":"1–8","bibtex":"@article{cunningham-nelson_review_2019,\n\ttitle = {A {Review} of {Chatbots} in {Education}: {Practical} {Steps} {Forward}},\n\turl = {https://eprints.qut.edu.au/134323/},\n\tabstract = {The class size in a university often impacts on how an educator delivers the material, and how students interact in the class. Smaller class sizes often allow students and educators to interact and have a more positive rapport (Lee, 2009). Class sizes in many universities however, are quite large. This places an additional workload on the lecturer, and makes fostering this interaction more difficult. These large class environments are transitioning to be integrated with online components, and students often expect support responsiveness in line with other online platforms. Learners place importance on their communication needs and consider being treated as individuals, as a highly important contributing factor for enhanced academic performance and satisfaction (Dennen, Aubteen Darabi, \\& Smith, 2007). This need however can be difficult to meet with traditional in person or online methods such as emails. Chatbots, which are automated, online systems, can be designed to have conversations with users about a particular topic.},\n\tjournal = {Proceedings of the AAEE2019 Conference Brisbane, Australia},\n\tauthor = {Cunningham-nelson, Samuel and Boles, Wageeh and Trouton, Luke and Margerison, Emily},\n\tyear = {2019},\n\tpages = {1--8},\n}\n\n\n\n","author_short":["Cunningham-nelson, S.","Boles, W.","Trouton, L.","Margerison, E."],"key":"cunningham-nelson_review_2019","id":"cunningham-nelson_review_2019","bibbaseid":"cunninghamnelson-boles-trouton-margerison-areviewofchatbotsineducationpracticalstepsforward-2019","role":"author","urls":{"Paper":"https://eprints.qut.edu.au/134323/"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/jumoga","dataSources":["NWfDysABGA323queN"],"keywords":[],"search_terms":["review","chatbots","education","practical","steps","forward","cunningham-nelson","boles","trouton","margerison"],"title":"A Review of Chatbots in Education: Practical Steps Forward","year":2019}