%0 Journal Article
%A Mengual-Andrés, Santiago
%A López Meneses, Eloy
%T Chatbot to improve learning punctuation in Spanish and to enhance open and fexible learning environments
%D 2021
%U http://hdl.handle.net/10433/16711
%X The objective of this article is to analyze the didactic functionality of a chatbot toimprove the results of the students of the National University of Distance Education(UNED / Spain) in accessing the university in the subject of Spanish Language. For this,a quasi-experimental experiment was designed, and a quantitative methodology wasused through pretest and posttest in a control and experimental group in which theefectiveness of two teaching models was compared, one more traditional based onexercises written on paper and another based on interaction with a chatbot. Subse‑quently, the perception of the experimental group in an academic forum about theeducational use of the chatbot was analyzed through text mining with tests of LatentDirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitativeresults showed that the students in the experimental group substantially improved theresults compared to the students with a more traditional methodology (experimentalgroup / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness hasbeen improved mainly in the usage of comma, colon and periods in diferent syntac‑tic patterns. Furthermore, the perception of the students in the experimental groupshowed that they positively value chatbots in their teaching–learning process in threedimensions: greater “support” and companionship in the learning process, as theyperceive greater interactivity due to their conversational nature; greater “feedback” andinteraction compared to the more traditional methodology and, lastly, they especiallyvalue the ease of use and the possibility of interacting and learning anywhere andanytime
%K Chatbot
%K Education
%K Artifcial intelligence
%K Mobile learning
%K Communication
%K Virtual learning environments
%~