The Use Of Chat-Bot Capabilities As A Type Of

Modeling In Intelligent Learning

Nurassyl Kerimbayev Vladimir Jotsov Zhanat Umirzakova
Al-Farabi Kazakh National University University of Library Studies and Information Al-Farabi Kazakh National University
Almaty, Kazakhstan Technologies Almaty, Kazakhstan
2022 IEEE 11th International Conference on Intelligent Systems (IS) | 978-1-6654-5656-2/22/$31.00 ©2022 IEEE | DOI: 10.1109/IS57118.2022.10019627

n_nurassyl@mail.ru Sofia City, Bulgaria ORCID - 0000-0003-4215-7930

Al-Farabi KazakhNational University
Almaty, Kazakhstan

Madina Bolyskhanova Galina Tkach

Al-Farabi Kazakh National University Al-Farabi Kazakh National University
Almaty, Kazakhstan Almaty, Kazakhstan
ORCID - 0000-0003-2616-206X ORCID - 0000-0002-8503-4263

Abstract – The use of chatbots these days is reflected in almost
all spheres of activity: from e-commerce to industry and
education. In this study we have highlighted some important
features of using chatbots in the educational process, studied the
practice of their use in higher education institutions, which
allowed us to identify the main advantages and disadvantages of
their use, as well as to formulate general recommendations aimed
at improving the effectiveness of their use in the educational
process. Among other things, the paper considers the prospects
and theoretical aspects of the relevance and effectiveness of using
chatbots in the educational process, acting as a tool to improve the
interaction between teachers and students in terms of
organizational and methodological issues. This article considers
artificial intelligence and the use, advantages and disadvantages of
using chatbots in the virtual learning of future teachers of
computer science. An analysis and classification of chatbots is
made and proposed. The results of the experiment consisting in
the application of the developed in the course of the study chat-bot
in the educational process are presented. Teachers and students in
the specialty "Informatics" took part in the experiment. The
experiment proved the effectiveness of the chat-bot application in
the classroom. The results confirm our hypothesis that for
effective organization of intelligent learning teachers need
appropriate virtual assistants in the form of chatbots. The results
of this study allow us to improve the experience of using chatbots
in the educational environment with the help of intelligent
modeling.
Keywords – artificial intelligence, chatbot, virtual interlocutors,
digital technology, intelligent learning
I. INTRODUCTION
The field of knowledge associated with the creation of
artificial intelligence systems is currently under active
development. AI enables users to precisely evaluate search
queries, receive personalized recommendations on multimedia
platforms, make use of the facial recognition algorithm in
smartphones—and also interact with natural language
conversational user interfaces, so-called chatbots or voice
assistants [1]. Scholars present various typologies and
classifications of chatbots [2], empirical studies of motivation
to use chatbots [3].
The introduction of innovative artificial intelligence
technology makes it possible to integrate chatbot systems into
various aspects of education. Chatbot technology can provide a
personalized approach to learning. At the same time, linguistic
and cognitive approaches to the development of dialogic agents
are particularly important for intelligent learning. An agent
refers to a robot or virtual assistant. The agent is capable of
acting to achieve the goals set for it by the user. With the
application and development of agent technologies based on
methods and means of artificial intelligence, the transition from
data to knowledge becomes promising. And this demonstrates
the effective use of chatbots in the field of artificial intelligence
in the learning process, closely related to the creation,
accumulation and transfer of knowledge.
Before applying such new technology, it is necessary to
understand what factors influence the student's intention to
accept or reject this technology in higher education [4].
Artificial Intelligence (AI) is one of the most transformational
technologies of our time, and many industries have begun to
explore the use of this technology to improve user experience
and optimize operations. This study used a survey method as its
data collection method to examine the perceived impact of
technology adoption on participants' behavioral intentions
regarding the adoption of chatbot technology in higher
education.
Chatbots play a particularly important role in what is known
as intelligent learning, programs that mimic a teacher's
behavior. Such programs can test students' knowledge by
analyzing their answers, provide feedback, and create
personalized learning plans [5]. It is necessary to note the
importance of using chatbots, as well as the tasks that can be
solved in the learning process. The classification of bots is
given according to the types of tasks they perform and their
place in the educational processes. In addition, this study
describes methods and techniques for training chatbots working
in learning management system.
The use of chatbots these days is reflected in almost all
spheres of activity: from e-commerce to education. In this study
we highlighted some important features of chatbots in the

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educational process, gave examples of their use in higher
education institutions, which allowed to identify the main
advantages and disadvantages of their use, as well as to
formulate general recommendations aimed at improving the
effectiveness of their use in the educational process. Among
other things, this paper considers the prospects and theoretical
aspects of the relevance and effectiveness of using chat-bots in
the educational process, acting as a tool to improve the
interaction between teachers and students in terms of
organizational and methodological issues [6].
Modern messengers and chatbots in the distance learning
program have the potential to become effective tools in
education. The results show that chatbots, which are part of the
instant messaging application, are still in the early stages of
becoming artificial intelligence teacher assistants, the specifics
of the tasks facilitate feedback between teachers and students,
as well as conduct within the distance learning programs of
higher and secondary education [7,8]. The results obtained in
the study are aimed at the implementation and integration of
unique chatbots in the process of distance learning, as well as
the creation of modern tasks that support online transfer of
audio and video files on a remote basis.
A chatbot is a chat program that imitates human
communication using text or voice. Chat-bots help to automate
tasks, working according to a set algorithm. They dialog with
the user, executing his requests, replying to queries or
entertaining with their answers. They are developed on the basis
of machine learning technologies and neural networks. A chat-
bot is created and trained for a certain range of purposes by and
for humans [9].
In the process of active development of messengers one of
the fastest growing environments for communication, in terms
of audience and content, has become Telegram. Gatulin R.R.,
& Kolupae-va D.A. consider the main features of this platform
and the prospects of its use in a positive context - in higher
education [10]. The relevance of the work is due to the rapid
development of the Internet, the increasing number of people in
the network and the growing need for accessibility and
convenience of educational technology.
The introduction of AI-based technologies, especially
chatbot systems, has opened up a number of new opportunities
for various industries. In education, chatbots are used not only
to develop students' interaction skills, but also to help teachers
through automation [11].
A chatbot is an intelligent agent capable of interacting with
a user to answer a series of questions and provide relevant
content [12]. Likewise, a chatbot can be understood as a
program that mimics and processes human communication,
allowing people to interact with digital devices as if they were
talking to a real person [13].
The introduction of chatbots into pedagogy has
personalized online learning and made learning materials
available to students anywhere, anytime. Wartman, S. A., &
Combs, C. D. argued that education is evolving in sync with
changes in the professional sphere, requiring the use of artificial
intelligence (AI) in teaching and learning [14].
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A study by Ni, P., Okhrati, R., Guan, S. et al. proposes a
Text2GraphQL task model which is essentially based on an
improved pipeline consisting of a language model, a pre-trained
plug-in adapter, and a pointer network. This allows the model
to copy object tokens from statements, generate appropriate
GraphQL operators to extract the graph database, and build a
correction mechanism to improve the final result. Experiments
have proven that the proposed method has some
competitiveness on analog datasets. This research is important
in the study of artificial intelligence [15].
In higher education, low teacher-to-student ratios can make
it difficult for students to get immediate and interactive help.
Increasingly used in a variety of scenarios such as user
experience, productivity, and health care, chatbots may be one
way to help faculty better address student needs. Yet few
empirical studies in information systems have examined the
effectiveness of pedagogical chatbots in higher education, and
even fewer discuss their potential problems and shortcomings.
This study addressed that gap in the AI literature by examining
the possibilities, challenges, effectiveness, and ethical issues of
using chatbots as pedagogical tools in business education [16].
Interaction with chatbots is an increasingly common
phenomenon in our daily lives. While research on human-
computer interaction provides insight into the role of chatbots,
the active role of users is largely ignored. A study by Nguyen,
T.H., et al. solves this problem. Based on the concepts of social
presence and social signals and using abductive logic, they
identified six types of human-chat-bot interactions, which
differ according to basic characteristics, including direction,
social presence, social signals of users and chat-bot, and user
effort. The findings help us understand the nature of human and
chatbot interactions in the context of user service and inform
the design and evaluation of chatbots [17].
The negotiation mechanism using chatbots has been used in
Open Learner Models to increase the accuracy of the learner
model and provide opportunities for student reflection. The use
of chatbots that allow discussion of natural language has shown
positive results in student learning [18].
The appeal of social chatbots lies not only in their ability to
respond to a variety of user requests, but also in the fact that
they can establish an emotional connection with users. The
latter is done by satisfying users' need for communication,
affection, and social belonging. To facilitate the promotion and
adoption of social chatbots, their design should focus on user
engagement and consider both intelligence quotient (IQ) and
emotional quotient (EQ). Users must want to interact with the
social chatbot. As we become the first generation of humans
ever to live with artificial intelligence (AI), it is our
responsibility to design social chatbots to be useful and
responsive, so that they become everyday-life and help society
at large [19].
With the development of technology, the importance of
speech emotion recognition and semantic analysis research has
increased. The research is mainly applied in companion robots,
technological products, and medical purposes. A study by Lee,
MC., Chiang, SY., Yeh, SC. et al. proposed a communication
system with speech emotion recognition [20].
 Aspects that can affect the virtual experience of users with
chatbot applications are poorly understood.
Thus, this research aims to empirically investigate the main
factors influencing users' interaction with virtual streams using
chatbots with artificial intelligence. The conceptual model was
based on flow theory and the technology interactivity model.
This model was extended to include the influence of both
readability and transparency. Data were collected through an
online questionnaire sent to users of courier, parcel, and express
mail services. The statistical results largely confirmed the role
of readability, transparency, personalization, responsiveness
and ubiquitous connectivity in shaping the virtual chatbot flow
experience, which in turn has a significant impact on both
quality of communication and satisfaction. This research opens
new horizons for researchers and practitioners to consider
aspects other than satisfaction and intent to use, to facilitate and
accelerate the success rate of chatbot applications.
Nevertheless, some areas were not fully addressed in the current
study, which may be worth considering in future research, as
described in the relevant subsection [21].
Creating and training an intelligent dialog agent has long
been a dream of mankind and a huge challenge for scientists
and programmers. Until recently, it was still only a dream.
However, modern technologies such as deep learning and
neural networks are giving language teachers new hope by
providing them with intelligent chatbots capable of learning
through communication just like humans. Today, the
availability of chatbots helps create a new educational scenario
for foreign language learners. It suits their fast-paced lives well,
allowing them to multitask and making the work of ESL
teachers much easier and more efficient. Thus, chatbots can
represent a major component of microlearning [22].
Chatbots use artificial intelligence to maintain a meaningful
dialogue with the user in natural language. Serious operation of
a chatbot is possible only on the basis of a well-structured
knowledge base.
In many countries, there is a close integration of agent-
based technologies with technologies from other fields. Our
study deals with the integration of chatbots and intelligent
learning. For our study, of particular interest are the
possibilities of applying the agent-based approach to
educational content. The purpose of this study is to study
educational chatbots, to develop a chatbot model for
communication in the field of educational services.
II. METHODS
In order to determine the capabilities of the chatbot in
intelligent learning, data were collected and analyzed from a
sample of participants using chatbots and having positive or
negative experiences. The study was conducted in the form of
a survey. Metrics for evaluating the quality of virtual assistants
were used as criteria for the effectiveness of using a chatbot for
information support of the taught discipline. The metrics were
adapted to the subject area under consideration. The results of
the survey were processed using content analysis.
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III. MODELING AND ORGANIZATION OF
INTELLIGENT LEARNING
Digital media and AI-based technologies such as chatbots
can support stimulating self-coaching processes [1].
Understanding modeling in learning can be ambiguous. In the
educational process, modeling can be used as a learning tool
and as a way to organize the content that students need to learn.
Modeling can also be considered as a meta-subject result of
education, a universal educational action that ensures the ability
of schoolchildren to transform educational material into models
[23]. Modeling is seen by us as a complex activity, consisting
of the analysis of the studied material; transforming it into a
sign-symbolic language, i.e. into the model; working with the
model and correlating the results obtained with its help with
reality. All the presented components of modeling as an activity
have their own operational component, means that are the
subject of students' assimilation. Modeling is understood in this
case as a method of cognition and is associated with the
construction and study of the model of the object of study.
Modeling tools can be tools that help in the process of this study
to represent and gain knowledge about the original object. The
transformation of the studied material is always finding the
ratio of the part and the whole, establishing patterns and
relationships, criteria for classification and aligning the
elements into a single system, and this is all modeling.
Possessing competencies associated with various ways of
transforming educational material, the teacher of any academic
subject will be the organizer of the student's work with the
content of the academic subject, and not just a translator of the
information being studied.
From the point of view of modeling, intelligent learning
agents are a complex distributed multi-user information system
that can be adequately represented using multi-level
architectural models, which is in line with modern software
design trends. A multi-level detailed model with logically
separated software layers developed during the study by the
team of authors is shown in Figure 1.
Fig. 1. Modeling a chatbot for predictive learning
The principles of educational modeling are now actively used
by teachers with the use of graphic models in the activities of
the teacher and the students themselves. The development of
graphical models is now considered the most effective way to
develop the cognitive processes of students. Modeling is quite
effectively used in teaching, not only in preparing teachers for
lessons, but also in the system of training teachers in the local
educational environment.
Thus, modeling is considered both as a result of education,
and, most importantly, as a tool that is effectively used in
professional pedagogical activity to develop the creative
activity of students. To use modeling in teaching, it is necessary
to consider the classification of modeling tools, in which the
main role is played by the model and the experiment. The use
of models allows you to correctly build an experiment, and it,
in turn, refines the model and provides, with the help of models,
the acquisition of new knowledge. Experiments can be mental
and material. Models are also divided into two groups: real and
ideal. Ideal models can be mental and informational. A real
model is a reduced or enlarged copy of the object under study,
it is often used in a material experiment. Material models are
used by teachers in teaching as visual aids, simulators. In ideal
The analysis of five chatbots used in education showed that
they are virtual assistants in the form of chatbots. Table 1 shows
a comparative analysis of existing chatbots. The analysis shows
that the BorisBot platform and ManyBot were featured in all of
the rankings analyzed. Since the platforms BorisBot and
ManyBot are an effective solution for creating chatbots without
programming skills, we integrated the two platforms to create a
chatbot in the discipline "Methods of teaching computer
science". The main advantage of these platforms is the number
of built-in integrations. The platforms are protected by
encryption. The disadvantage of ManyBot is the lack of ready-
made templates for education.
TABLE I. COMPARISON OF CHATBOT PLATFORMS PRESENTED IN
RATINGS
№ Criteria for comparison
Features

to conduct knowledge control

modeling, reality is replaced by processed information If the

Price of use (free +/paid -)

There is an opportunity to
There is a pattern of
information is fixed on any of the media and is available for

Dialog function
Platform

implement in
Opportunity

educational
study, then this is an information model. If the information is

examples

system
presented in the mind of the person, then it is a mental model.
The use of mental models as a method of scientific knowledge
makes it possible to form scientific and theoretical thinking,
which is necessary in modern science, which has a model
character, as well as creative activity.
1 Integrates with popular + + + + +
The Chatbot-Artificial Intelligence Interaction Framework messengers Telegram,
BorisBot

(CI-AI) is seen as an architecture learning approach, a Facebook and Web without

transformer for task classification, with an emphasis on natural programming. Modern
human-machine interaction [24]. development solution for
educational projects.
The digital transformation of society, the emergence of
Flow XO

2 Integrates with all popular + - + + +

innovative technologies and IT specialties actualize the messengers, including
problem in the field of education and require changes in the Telegram, integration with
methods and approaches of intellectual learning. Changes are almost 100 services.
3 Integrates with popular + - + + -
needed not only in curricula and programs, but in the very form
Chatforma

messengers Facebook,
of presentation of educational material, consultations and Telegram, VKontakte and
knowledge control. Innovative transformation of the Viber. Chatbots connect
pedagogical system is impossible without taking into account messengers with 1300+
the specifics of the digital generation, their multitasking, services.
4 Integrates with popular - - + + +
creativity, focus on success and freedom of expression, focus messengers Telegram,
on self-improvement. However, the current generation is Facebook messenger, Weiber,
Botmother

characterized by restlessness and a tendency to stereotyped VKontakte and Odnoklassniki

thinking. Modern students easily find ready-made solutions to without programming in the
visual editor. The bot works
educational problems on the Internet, quickly processing large with media files and knows how
amounts of information. But they lack critical thinking, to send requests to APIs of
analytical and communication skills. Students really prefer third-party applications.
communication in social networks and instant messengers to 5 With Manybot provide + - + + +
Telegram bot, without a single
personal meetings and visits to the pages of university websites. line of code. The bot is capable
Dissemination of information about scientific events, grants,
ManyBot

of sending pictures, videos. Is

world professional achievements is traditionally carried out not limited by the length of
using websites and bulletin boards. The functionality of social messages. With Manybot easy
to set up offline updates via
networks allows not only to raise awareness of students, but RSS. Supports languages
also to unite them and graduates. With the spread of instant Russian, English, Spanish,
messengers and social networks, chat bots, programs that use Italian, Arabic, Hebrew.
artificial intelligence, are gaining popularity. They are used to
automate routine actions, predict events, make decisions, and The creation of the bot is aimed at developing students'
generate content. interest in learning new technologies and introducing them to
the most popular programs. The chatbot can be used starting
from the zero stage of training.

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An educational chatbot meets the general didactic principles of
teaching IT subjects: accessibility, consistency, activity,
awareness, visibility, regularity.
In this study, we propose a smart learning system that can
be used as a personal virtual teacher assistant to improve
student learning. We show an intelligent learning modeling of
such a system and present an initial implementation consisting
of a chatbot that can be asked questions about the content and
organization of the training course. With knowledge extraction
algorithms, it is possible to continue fine-tuning and improving
the model even after deployment. To achieve this goal, a group
of methods of a theoretical and empirical nature was applied:
analysis of scientific literature on the topic under consideration;
study of advanced pedagogical experience; pedagogical
experiment; methods of mathematical processing of research
results. In the field of teaching IT specialties, various types of
chatbots are used. They allow you to automate a number of
processes, such as consultations, knowledge control through
testing, feedback in the form of student surveys in order to
identify weaknesses in the organization of the educational
process, as well as timely information support for students on
various issues.
To evaluate the effectiveness of using a chatbot as an
information support for the discipline being taught, the course
Methods of teaching computer science was chosen, for which a
virtual assistant was developed. According to the algorithm, the
chat bot introduced into the educational process is classified as
limited, in appearance - to push-button, in functionality - to
mixed, as it combines the capabilities of both communication
and functional virtual interlocutors.
The tasks of an intelligent system include supplementing the
data received from a person as a result of artificial paraphrasing.
This allows you to generate a large set of training data,
transform and perform natural language processing.
The chatbot was developed in the virtual assistant
constructor Manybot for Telegram, WhatsApp, Viber,
Facebook, Instagram, VKontakte and Odnoklassniki and is
open for use in Telegram. The start page is shown in Figure 2.
Fig. 2. Start page of the virtual assistant
The chatbot in question has the following content.
1. Section schedule of online consultations, which is
regularly updated by the teacher.
2. A section of theoretical material containing links to video
conferences, video clips or lecture material, additional literature
on the topics under consideration or links to it.
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3. The practical section includes descriptions of practical
work, videos demonstrating the process of performing work
and reporting forms.
4. In the middle of the semester, an intermediate midterm
control takes place, during which students receive an
assessment of their work, therefore, this section describes the
criteria for obtaining an assessment and the results themselves.
5. Credit requirements are described in the appropriate
section.
6. The "Feedback" section is necessary to obtain students'
opinions about the subject for its further improvement.
7. The category "Frequently Asked Questions" contains
questions and answers to them and is regularly supplemented
by the teacher.
8. The chatbot has a closed structure, so if the student does
not find the necessary information, he can return to the start
page and write directly to the teacher.
The use of chatbots to create tests and surveys allows us to
use electronic testing as a tool for formative assessment,
regularly receive information on the progress of the learning
process and provide feedback to students, while encouraging
them to reflect. Application of digital didactic tasks promotes
the involvement of students in the virtual learning environment,
allows to keep their attention and interactive participation in the
educational process. In turn, the teacher, analyzing the results
of surveys and tests, can fully monitor and evaluate the level of
mastering knowledge, skills and abilities of not only entire
groups, but also each student individually. Using the Borisbot
platform, a testing module was created and integrated into the
previously created chatbot. Figure 3 shows the implementation
interface of the student testing developed in the course of the
study chatbot.
Fig. 3. Demonstration of chatbot operation in test mode
As a result of the dialogue, the user receives the necessary
support. The result of the dialog between the user and the
chatbot is an organized learning process. If the user's question
is not answered in the chatbot's database about the resolution of
the problems reported by the user, such suggestions will be
based on the interpretation of the users' messages during the
dialog. Interpreting users' goals based on their own
representations of them as messages to the chatbot may seem
challenging, but such assumptions can probably be made with
reasonable certainty.
 We apply the following categories as a first step in Checking the effectiveness of using a chatbot as an
analyzing dialogue results: information support for the discipline being taught, using the
Relevant response is likely to be used; example of the subject "Methods of teaching computer science"
The appropriate response is likely not used; was carried out at the university department. The experiment
Suggested way out of the situation; involved 100 students and 4 teachers who used the developed
No appropriate help. chatbot during the semester. Questionnaires were offered to the
The categories considered are described and illustrated in subjects, students had to evaluate technical indicators, and
detail in Table 2. teachers - educational ones.
The results of the empirical study demonstrated differences
TABLE II. RESULTS OF THE DIALOGUE in the time and quality of learning with the chatbot developed
The The Suggested way No during the study. At the end of the course "Methods of Teaching
Category

corresponding appropriate out appropriate Informatics" participants were asked the following questions
answer is response is help
probably used probably not aimed at finding out their emotional state and interest in
used learning with the help of a chat-bot (Figure 4):
The chatbot The chatbot The chatbot offers The chatbot
offers support offers support ways out of the offers
1) Was the chatbot interesting to you?
appropriate to appropriate to situation, such as insufficient help 2) Are you satisfied with the results of learning with the
the user's the intended contacting the corresponding chatbot?
Description

intended purpose of the teacher directly. to the user's

purpose, either user through intended goal. 3) Would you like the subjects to be taught using chatbots?
directly in the interactive No options are The results of the study proved the effectiveness of the chat-
chat or through elements, but offered
interactive this is not used bot, which can be used in the educational process in order to
elements used by the user increase interest in learning. In the process of learning students'
by the user
Student: Can I Student: Can I Student: Can you Student: Can
motivation to virtual learning, independence in decision-
get an example get an example give me a concrete you give me a making increases. The chat-bot influences the interaction
of the first task? of the first task? example of the first concrete between a person and the learning environment, allows learning
Chatbot: I sent Chatbot: I sent problem. example of the
you the first you the first Chatbot: I'm sorry, first problem. at a convenient time and provides timely feedback.
Example

lecture, please lecture, please I'm having difficulty Chatbot: I'm

click here. click here. answering. You can sorry, I can't
[Link button]. [Link button]. try to rephrase your answer that.
Student: [Clicks [End of question. You can Please rephrase
link button] conversation]. also ask one of the your question.
professors for help [End of
conversation].

IV. RESULTS
Metrics for evaluating the quality of virtual assistants were
used as criteria for the effectiveness of using a chatbot for
information support of the taught discipline. The metrics were
adapted to the subject area under consideration. The usefulness
of chatbots to improve the quality of data, effectively can be
obtained from the collection through online surveys [25].
The criteria for evaluating the effectiveness of educational
virtual interlocutors can be divided into two groups: educational
and technical indicators. They are the most important from the
point of view of the educational process, since they are the ones
that are able to show the extent to which the chatbot performs
its tasks. These criteria may be different and depend on the
functions of the bot. One of the advantages of virtual assistants
is the activation of learning activities, which consists in the
possibility of periodic reminders of the need to complete tasks.
For example, messages about the timing of video conferences
or the end of the acceptance of reports on laboratory work.
Another important criterion is the number of users. If the
number of students using the bot is growing, this means that
users were satisfied with the bot's response earlier and willingly
choose this communication channel. The effectiveness of
communication with a virtual assistant depends on the length of
the conversation path, which leads to the receipt of the desired
information and interface of the virtual assistant.
Fig. 4. Results of a survey on learning outcomes using a chatbot
From the students selected for the experiment, two groups were
formed Control and Experimental, 50 people in each group. The
students of the Control group were trained in the discipline
"Methods of teaching computer science" in the traditional form
of education, and the Experimental group was trained using the
Chatbot. The method of Mann-Whitney U-test was chosen as a
statistical research method. Table 3 shows the results of
statistical calculations based on the results of the experiment.
Based on these results, the difference between groups of
students was established (experimental group: U = 180,000, p
> 0.05, control group: U = 192,000, p > 0.05). Although no
significant difference was found between the groups, the use of
the chatbot significantly increased the performance of students
in the experimental group. This result, obtained during the
study, showed that the chatbot in education should be
implemented in the learning process.

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 TABLE III. RESULTS OF EXPERIMENTAL ANALYSIS OF SCORES BEFORE
AND AFTER TESTING THE CHATBOT GROUP
Group
Before experiment After the experiment
Control Experimental Control Experimental
Quantity 50 50 50 50
Average rank 15,38 15,07 12,91 14,81
Rank sum 769 753,5 645,5 740,5
V. DISCUSSION
Chatbots are tools that have the potential to effectively
support interpersonal communication and interaction. Chatbots
can provide great opportunities in education. The use of
chatbots in education can be used to employ interactive
methods, to provide learners information and different types of
info, and to guide learners. Indeed, chatbots promise to enhance
learning experiences by creating more interaction than
traditional teaching practices provide [26].
We held an online discussion on the use of chatbots in
education and identifying strengths and weaknesses.
The study showed that students using chatbots had higher
self-efficacy in the learning process. Satisfaction with using
chatbots has a positive effect on some aspects of course
satisfaction. At the same time, the subject-oriented chatbots
developed should meet the requirements of convenience and
ease of use [27].
As a result, it was proved that self-learning, intellectual
skills and research activities can be developed with the help of
chatbots. Chatbots, as a kind of virtual assistants, along with
traditional training, form students' professional competencies
and the ability for intellectual self-development. The didactic
potential of chatbots is that with the help of chatbots, students
get access to a source of self-education and the ability to study
basic content in an adaptive, interactive and confidential way.
The unfolding discussion on the design and use of chatbots
in intelligent learning should improve the interaction between
humans and chatbots.
The proposed design guidelines, also reflect different
approaches to the design and motivations of chatbot users.
VI. CONCLUSION
As a result of the study, a chatbot was developed and an
experiment was conducted that proved the effectiveness of the
scientific development of a virtual assistant. In this research
project, we conducted chatbot-led interviews with 100
computer science students to understand student attitudes about
the potential benefits and challenges of using chatbots as
intelligent student assistants. Our results have shown the
potential of chatbots to help students learn basic content in an
adaptive, interactive and private way. The results also provided
insight into student learning needs, which we then used to
design and develop a new experimental chatbot assistant to
teach the core concepts of the Computer Science Teaching
Methodology to 100 students.
ACKNOWLEDGMENT
This work was carried out as part of project No. AP09259370
“Development of a technological platform for virtual learning
based on artificial intelligence approaches” due to grant funding
Authorized licensed use limited to: Bibliothèque ÉTS. Downloaded on October 22,2023 at 17:50:54 UTC from IEEE Xplore. Restrictions apply.
and spending the state grant "Best University Teacher" from the
Ministry of Education and Science of the Republic of
Kazakhstan.
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