RT Journal Article
T1 Chatbot to improve learning punctuation in Spanish and to enhance open and fexible learning environments
A1 Mengual-Andrés, Santiago
A1 López Meneses, Eloy
K1 Chatbot
K1 Education
K1 Artifcial intelligence
K1 Mobile learning
K1 Communication
K1 Virtual learning environments
AB 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
YR 2021
FD 2021-06-28
LK http://hdl.handle.net/10433/16711
UL http://hdl.handle.net/10433/16711
LA en
NO International Journal of Educational Technology in Higher Education, vol 18, 3, p.1-20
NO This research has been developed with the support of the I+D+I Project entitled: ‘‘Gamifcation and ubiquitous learn‑ ing in Primary Education. Development of a map of teaching, learning and parental competences and resources “GAUBI”. (RTI2018-099764-B-100) (MICINN/FEDER) fnanced by FEDER (European Regional Development Fund) and Ministry of Science, Innovation and Universities of Spain.
NO Departamento de Educación y Psicología Social
DS RIO
RD May 5, 2026