‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities

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Pesonen , J A 2021 , ‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities . in P Zaphiris & A Ioannou (eds) , Learning and Collaboration Technologies : Games and Virtual Environments for Learning: 8th International Conference, LCT 2021, held as part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, Proceedings, Part II . Lecture Notes in Computer Science , no. 12785 , Springer , Cham , pp. 199-215 , International Conference on Human-Computer Interaction HCI 2021 , 24/07/2021 . https://doi.org/10.1007/978-3-030-77943-6_13

Title: ‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities
Author: Pesonen, Joonas A.
Editor: Zaphiris, Panayiotis; Ioannou, Andri
Contributor: University of Helsinki, Department of Education
Publisher: Springer
Date: 2021-07-03
Language: eng
Number of pages: 17
Belongs to series: Learning and Collaboration Technologies Games and Virtual Environments for Learning: 8th International Conference, LCT 2021, held as part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24-29, 2021, Proceedings, Part II
Belongs to series: Lecture Notes in Computer Science
ISBN: 978-3-030-77942-9
978-3-030-77943-6
URI: http://hdl.handle.net/10138/333434
Abstract: Chatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.
Subject: 516 Educational sciences
113 Computer and information sciences
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