Designing learning technology collaboratively: Analysis of a chatbot co-design
| Autor: | Eva Durall Gazulla, Ludmila Martins, Maite Fernández-Ferrer |
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| Přispěvatelé: | University of Oulu, Universitat de Barcelona (UB), Universitat Oberta de Catalunya (UOC) |
| Rok vydání: | 2022 |
| Předmět: |
learning technology
learning collaborative design conversational interface aprenentatge millorat per la tecnologia chatbot aprendizaje mejorado por la tecnología investigación para la acción aprendizaje Library and Information Sciences interficie conversacional Education diseño colaborativo action research interfaz conversacional tecnologia d'aprenentatge aprenentatge tecnología de aprendizaje investigació per l'acció technology-enhanced learning diseny col·laboratiu |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) |
| ISSN: | 1360-2357 |
| Popis: | Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach. We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases. We critically reflect on the strategies deployed to overcome these challenges and how they relate to decision-making processes, highlighting the need to make stakeholders' tacit knowledge explicit, cultivate trust-building and support democratic decision-making in technology design processes. We believe that the recommendations we present in this paper contribute to developing best practices in the collaborative design of chatbots for the self-regulation of learning, as well as learning technology in general.The online version contains supplementary material available at 10.1007/s10639-022-11162-w. |
| Databáze: | OpenAIRE |
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