Effectiveness of an educational Chatbot in learning machining operations: A quantitative study with Engineering students
DOI:
https://doi.org/10.32870/dse.v0i34.1728Abstract
This study explores the impact of an AI chatbot on learning machining operations in engineering students. Using a correlational descriptive design, a chatbot was implemented via Microsoft Teams to provide immediate and personalized feedback. Students completed a technical crossword puzzle to assess their understanding of key concepts. Results showed similar performance across groups (Group 1: 78.3%, Group 3: 73.6%, Group 2: 70.8%), with no significant differences (ANOVA, p = 0.152). Prior experience with AI did not significantly affect outcomes (t-test, p = 0.495). The chatbot proved effective in reinforcing technical knowledge, offering benefits such as 24/7 accessibility, anonymity, and adaptability. However, challenges like response accuracy and equitable access were noted. The study concludes that AI chatbots hold potential to transform engineering education, recommending gradual integration into curricula and further longitudinal research. The findings align with theories like Adaptive Learning and Self-Determination, highlighting the chatbot’s role in personalized education. Limitations include the short evaluation period and gender imbalance in the sample. Future studies should address these gaps to optimize AI’s educational impact.
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