Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective
It addresses the practical challenges and opportunities of integrating new technologies in education from the teacher's viewpoint, but is incremental as it focuses on survey-based analysis without introducing novel methods.
This study surveyed teachers in higher education, primarily in Spain and Spanish-speaking countries, to analyze their perspectives on using messaging platforms and chatbots in classrooms, identifying factors that influence adoption for enhancing student learning outcomes.
Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys is to collect teachers' feedback about their opinions regarding the introduction of the messaging platforms and chatbots in their classes, understand their needs and to gather information about the various educational use cases where these tools are valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools can vary across gender, experience, and their discipline of specialisation is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.