ERIC Number: EJ1460490
Record Type: Journal
Publication Date: 2025
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Available Date: 2024-07-19
Impact of Assignment Completion Assisted by Large Language Model-Based Chatbot on Middle School Students' Learning
Yumeng Zhu1; Caifeng Zhu2; Tao Wu3; Shulei Wang4; Yiyun Zhou4; Jingyuan Chen1; Fei Wu3; Yan Li1
Education and Information Technologies, v30 n2 p2429-2461 2025
With the prevalence of Large Language Model-based chatbots, middle school students are increasingly likely to engage with these tools to complete their assignments, raising concerns about its potential to harm students' learning motivation and learning outcomes. However, we know little about its real impact. Through quasi-experiment research with 127 Chinese middle school students, we examined the impact of completing assignments with a Large Language Model-based chatbot, wisdomBot, on middle school students' assignment performance, learning outcomes, learning motivation, learning satisfaction, and learning experiences; we also summarized teachers' reflections on learning design. Compared to control groups, the Large Language Model chatbot-assisted group demonstrated significantly higher assignment submission rates, word counts, and scores in assignment performance. However, they gained significantly lower scores on materials refinement and knowledge tests. No significant differences have been observed in learning motivation, satisfaction, enjoyment, and students' ability to migrate their knowledge. The majority of students expressed satisfaction and willingness to continue using the tool. We also identified three key gaps in learning designs, including providing scaffolds for the potential prompts, suggesting group collaboration mode, and relinquishing the authoritarian of the teacher. Our findings provide insights regarding with Large Language Model-based chatbots we could better design assignment assessment tools, facilitate students' autonomous learning, provide emotional support, propose guidelines and instructions about applying Large Language Model-based chatbots in K-12, as well as design specialized educational Large Language Model-based chatbots.
Descriptors: Artificial Intelligence, Assignments, Middle School Students, Influence of Technology, Learning Experience, Foreign Countries, Learning Objectives, Learning Motivation, Teacher Attitudes, Middle School Teachers, Achievement, Computer Software, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: 1Zhejiang University (Zijingang Campus), College of Education, Hangzhou, China; 2Zhejiang Hangzhou Chu Kochen Honors School, Hangzhou, China; 3Zhejiang University (Yuquan Campus), College of Computer Science and Technology, Hangzhou, China; 4Zhejiang University (Yuquan Campus), School of Software Technology, Hangzhou, China