www.learningsummit.eu 13 Parallel sessions Friday 13th September, 11.20-13.10 Session 1: Learner Engagement and AI in Education Interacting with AI: Analyzing Undergraduate Student Engagement with Cipherbot Among 74 Undergraduate Business Students Trang Xuan1, Joni Salminen2, Waleed Akhtar3, Soon-gyo Jung4, Kholoud Aldous5, Jinan Azem6, Johanne Medina7 and Bernard J. Jansen8 1. School of Marketing and Communication, University of Vaasa, Finland 2. School of Marketing and Communication, University of Vaasa, Finland 3. School of Marketing and Communication, University of Vaasa, Finland 4. Qatar Computing Research Institute, Hamad Bin Khalifa University 5. Qatar Computing Research Institute, Hamad Bin Khalifa University 6. Qatar Computing Research Institute, Hamad Bin Khalifa University 7. Qatar Computing Research Institute, Hamad Bin Khalifa University 8. Qatar Computing Research Institute, Hamad Bin Khalifa University Compared to conventional educational chatbots, there is a lack of empirical evidence on the impact of AI-based chatbots on learning experiences and outcomes. These bots rely on Generated AI and particularly large language models (LLMs). Cipherbot is an educational chatbot using an LLM to address student queries concerning learning materials uploaded by the educator. Cipherbot aims to support students’ learning by providing scalable and personalized answers based on actual course content, thereby freeing teacher’s time. In this study, Cipherbot was tested in a classroom setting where 44 university students used Cipherbot for seven weeks in an undergraduate business course. We investigate how students’ engagement with Cipherbot evolves over time, how it correlates with the use of other learning systems (Moodle and Perusall), and what concerns students report on a weekly basis. Our findings inform educators about the pros and cons of using educational AI chatbots and system developers and how these systems could be further improved. Augmenting the Learning Experience The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation Matt Glowatz1 and Eleni, Mangina2 1. University College Dublin, Republic of Ireland 2. University College Dublin, Republic of Ireland This practice-based thematic PhD in inclusive design and creative technology innovation research entitled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education: From Affordances to Implementation” investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. As a result, the term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science
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