Research Article
Seyat Polat, Günter Renner
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep627
ABSTRACT
This study was conducted within the context of the KI meets vhb project funded by the Virtuelle Hochschule Bayern, which addresses the use of artificial intelligence applications in university-based teacher education. Despite the increasing use of chatbots in teacher education programs, there is a lack of comprehensive and psychometrically validated instruments to assess pre-service teachers’ perceptions of different types of education chatbots. To address this gap, the present study reports the development and validation of a scale designed to measure pre-service teachers’ perceptions of different types of chatbots used in educational contexts. The technology acceptance model (TAM, TAM 3) and the value-based adoption model (VAM) served as the theoretical foundation in the development of the scale items. Data were collected from 224 German pre-service teachers enrolled in university-based teacher education programs. Exploratory and confirmatory factor analyses supported a four-factor structure, with strong model fit indices. Criterion-related validity provided initial support for the scale, as significant associations with chatbot usage frequency were observed for all dimensions except perceived risk. The four-factor structure of the scale was further confirmed in an independent sample of 263 in-service teachers in Türkiye, demonstrating the robustness of the model across different teacher populations. Overall, the G-CAVS scale emerged as a valid and reliable instrument for assessing perceptions of chatbots in teacher education contexts, with implications for broader pre-service teachers’ populations beyond the present samples.
Keywords: chatbot scale, scale development, technology acceptance, pre-service teachers, artificial intelligence in education
Research Article
Liqaa Habeb Al-Obaydi, Marcel Pikhart, Md Kamal Hossain
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep591
ABSTRACT
Chatbots with artificial intelligence (AI) capabilities, such as ChatGPT, are an important tool for language learning because they provide an interactive and adaptive learning environment that can be adjusted to each learner’s level of skill. This paper explores the application of ChatGPT, an advanced AI-powered chatbot, as a tool for language learning, focusing on the development of core language skills such as speaking, reading, writing, listening, and communication. The study involves 30 English as a foreign language college students from two different higher education contexts, Iraq and the Czech Republic. The research utilizes two methods; content analysis by asking direct questions and using ChatGPT as a guide to recommend actions is the second phase, followed by an exercise partner and rater. Jigsaw technique is also used to assign language skills to the groups of participants to consult ChatGPT then share and evaluate its effectiveness. A phenomenographic research design using an interview was used to gather data for this study, which accurately reflects how a group of people views a certain phenomenon. Following the six-week experiment, the participants are interviewed to get their thoughts on using ChatGPT to improve language skills. The findings indicate that ChatGPT’s content analysis method has limited effectiveness in developing language skills due to the kind of output gained which is only instructions and/or recommendations. However, using ChatGPT as a guide and then as a partner offers very big support for students in all language skills, with varied results influenced by the prompts used. Students generally have positive attitudes toward using ChatGPT, finding it essential for developing their speaking (75%), writing (100%), listening (87%), reading (87%), and communication (75%). The study suggests that ChatGPT may be more advantageous for students if it is used in regular language practice for a long period of time.
Keywords: ChatGPT, foreign language learning, core language skills, second language acquisition, digital learning, chatbots, artificial intelligence in education