Assesment of digital learning in Mathematics using AI Chatbots with Pre-service Teachers
DOI:
https://doi.org/10.5380/atoz.v14.92157Keywords:
ChatbotAbstract
Introduction: This study aims to bring the students of Didactics of Geometry of the Primary Education Degree closer to Artificial Intelligence (AI) through the creating of chatbots in the framework of the subject. We worked with 125 students from the University of Malaga (Spain), evaluating both the creation of chatbot with Snatchbot and its integration into Telegram, as well as its acceptance as a support tool in the evaluation of learning. Method: The research was developed through a didactic sequence structured in several phases. Initially, basic knowledge about chatbot generation and its implementation in Telegram was provided. Subsequently, students designed and implemented their own chatbots, evaluating their functionality and usefulness in the assessment of the subject. This is analyzed through questionnaires. Results: The data obtained reflect a high level of student interest in the creation of chatbots and their potential use in evaluation processes. The students were able to successfully integrate the bots in Telegram, demonstrating their applicability in the educational environment. In addition, a positive perception was evidenced regarding the usefulness of chatbots as a complementary tool in mathematics learning assessment. Conclusion: The experience has shown that the creation of chatbots in the educational context not only favors the learning of new technologies but also offers an innovative tool for learning mathematics assessment. This approach can be extrapolated to other educational contexts, providing value both in teaching and in the digital assessment of learning.
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