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Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance

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Jiaqi Yin; Tiong-Thye Goh; Yi Hu – IEEE Transactions on Learning Technologies, 2024

This study aimed to examine sustainable effects of chatbot-based formative feedback on intrinsic motivation, cognitive load, and learning performance. A longitudinal quasi-experimental design with 173 undergraduate students was conducted. The experiment is a between-subject design. Students either received formative feedback from a chatbot or a…

Descriptors: Artificial Intelligence, Synchronous Communication, Feedback (Response), Longitudinal Studies