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      The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education

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          Abstract

          Chatbot usage is evolving rapidly in various fields, including higher education. The present study’s purpose is to discuss the effect of a virtual teaching assistant (chatbot) that automatically responds to a student’s question. A pretest–posttest design was implemented, with the 68 participating undergraduate students being randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data was garnered utilizing an academic achievement test and focus groups, which allowed more in depth analysis of the students’ experience with the chatbot. The results of the study demonstrated that the students who interacted with the chatbot performed better academically comparing to those who interacted with the course instructor. Besides, the focus group data garnered from the experimental cohort illustrated that they were confident about the chatbot’s integration into the course. The present study essentially focused on the learning of the experimental cohort and their view regarding interaction with the chatbot. This study contributes the emerging artificial intelligence (AI) chatbot literature to improve student academic performance. To our knowledge, this is the first study in Ghana to integrate a chatbot to engage undergraduate students. This study provides critical information on the use and development of virtual teaching assistants using a zero-coding technique, which is the most suitable approach for organizations with limited financial and human resources.

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          Chatbots: History, technology, and applications

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            Explainable artificial intelligence: an analytical review

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              Teacher–student relationship at university: an important yet under-researched field

              This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher–student relationships is proposed. A possible agenda for future research is outlined.
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                Author and article information

                Contributors
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                Journal
                International Journal of Educational Technology in Higher Education
                Int J Educ Technol High Educ
                Springer Science and Business Media LLC
                2365-9440
                December 2022
                November 15 2022
                : 19
                : 1
                Article
                10.1186/s41239-022-00362-6
                fe60593f-8bea-4079-9d79-de5a9ca5701a
                © 2022

                https://creativecommons.org/licenses/by/4.0

                https://creativecommons.org/licenses/by/4.0

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