Exploring the Role of AI-Powered Chatbots in Developing e-Learning Skills from The Trainers’ Perspective
Keywords:
AI-powered chatbots, remote e-learning, trainers
Abstract
This study aimed to explore the role of AI-powered chatbots in enhancing remote e-learning skills. A qualitative approach was adopted, with a focus on the phenomenological approach, by conducting semi-structured interviews with 18 trainers. The results showed that trainers had positive perceptions of activating AI-powered chatbots in developing remote e-learning skills, as they considered the training process easier, safer, and more convenient. These robots also proved effective in enhancing trainees’ skills, providing flexibility in learning and training, allowing trainees to interact with the robot at any time that suits them, without being bound by specific schedules, in addition to providing customized content. The study also revealed trainers’ opinions on the differences between using chatbots in training and traditional methods in terms of engagement and motivation. Participants agreed that programming skills, such as learning programming languages and scientific research skills, are less effective for chatbots than human training. Some participants also identified aspects in which chatbots can contribute less effectively than human training, such as emotional and social skills, creativity, solving unfamiliar problems, building professional or personal relationships, adapting to sudden changes during training sessions, inspiration and emotional stimulation, and practical assessment of feelings and behaviors. The study also revealed the factors that influence trainers’ acceptance or rejection of chatbots in remote e-training, the most prominent of which are: the user’s previous experience with robots, adaptation to individual needs, personal culture and beliefs, the user’s confidence in the technology, the quality of interaction with the robot, the human nature of the interaction, the effectiveness of cooperation between the robot and the human trainer, in addition to personal and emotional skills. Potential challenges associated with the use of chatbots in training also emerged through trainers’ experiences, which include weak emotional interaction, limited creativity, difficulty adapting to unique situations, technical problems, some trainees’ rejection of the technology, and limitations in practical training. On the other hand, there are potential opportunities such as availability and time flexibility. The study reached a number of recommendations, most notably developing a hybrid approach that combines automated chatbots and a human trainer with remote e-training, and conducting a cost-benefit analysis to determine the feasibility of implementing automated chatbots.
References
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3. النجار، محمد السيد، و حبيب، عمرو محمود. (2021). برنامج ذكاء اصطناعي قائم على روبوتات الدردشة وأسلوب التعلم ببيئة تدريب إلكتروني وأثره على تنمية مهارات استخدام نظم إدارة التعلم الإلكتروني لدى معلمي الحلقة الإعدادية. تكنولوجيا التعليم، 31(2) ، 91 - 201. مسترجع من http://search.mandumah.com/Record/1121216
4. Adamopoulou, E., & Moussiades, L. (2020A). An overview of chatbot technology. Paper presented at the 16th International Conference on Artificial Intelligence Applications and Innovations. 5–7 June Halkidi, Greece. Springer. https://doi.org/10.1007/978-3-030-49186-4_31
5. Adamopoulou, E., & Moussiades, L. (2020B). Chatbots: History, technology, and applications. Machine Learning with Applications, 2, 100006. https://doi.org/10.1016/j.mlwa.2020.100006
6. Aleedy, M., Atwell, E., & Meshoul, S. (2022). Using AI Chatbots in Education: Recent Advances Challenges and Use Case. In Algorithms for Intelligent Systems (pp. 1-12). Springer International Publishing. https://doi.org/10.1007/978-981-19-1653-3_50
7. Alghamdi, F. (2021). Self-Directed Learning as a Method of Professional Development for Computer Science Teaching. International Journal of Educational and Psychological Sciences, 62, 331-355.
8. Al-Sharafi, M. A., Al-Emran, M., Iranmanesh, M., Al-Qaysi, N., Iahad, N. A., & Arpaci, I. (2022). Understanding the impact of knowledge management factors on the sustainable use of AI-based chatbots for educational purposes using a hybrid SEM-ANN approach. Behaviour & Information Technology. https://doi.org/10.1080/10494820.2022.2075014
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11. Carlander-Reuterfelt, D., Carrera, A., Iglesias, C. A.,Araque, O., Sanchez Rada, J. F. S., & Munoz, S.(2020). JAICOB : A Data Science Chatbot”, IEEE Access, 8,pp.180671-180680
12. Chen, Ke & Chan, Alan. (2011). A review of technology acceptance by older adults. Gerontechnology. 10(1). 10.4017/gt.2011.10.01.006.00.
13. Chimento-Díaz, S., Sánchez-García, P., Franco-Antonio, C., Santano-Mogena, E., Espino-Tato, I., & Cordovilla-Guardia, S. (2022). Factors Associated with the Acceptance of New Technologies for Ageing in Place by People over 64 Years of Age. International journal of environmental research and public health, 19(5), 2947. https://doi.org/10.3390/ijerph19052947
14. Chung, M., Ko, E., Joung, H., & Kim, S. J. (2020). Chatbot e-service and customer satisfaction regarding luxury brands. Journal of Business Research, 117, 587-595. https://doi.org/10.1016/j.jbusres.2018.10.004
15. Colabianchi, S., Bernabei, M., & Costantino, F. (2022). Chatbot for training and assisting operators in inspecting containers in seaports. Transportation Research Procedia, 64, 6-13. https://doi.org/10.1016/j.trpro.2022.09.002
16. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
17. Crolic, C., Thomaz, F., Hadi, R., & Stephen, A. T. (2022). Blame the bot: Anthropomorphism and anger in customer-chatbot interactions. Journal of Marketing, 86(1), 132-148. https://doi.org/10.1177/00222429211045687
18. Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940.
19. Dewi, Devana & Julia, Julia & Jonathan, Christian. (2022). Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the "Train The Teachers" Training. Mimbar Sekolah Dasar. 9. 188-208. 10.53400/mimbar-sd.v9i1.44460
20. El Azhari, Khadija & Hilal, Imane & Najima, Daoudi & Ajhoun, Rachida. (2021). Chatbots in E-learning : Advantages and Limitations. Conference: Colloque sur les Objets et systèmes Connectés-COC’2021At: virtuel, IUTd’Aix- Marseille, MARSEILLE, France
21. Eugeny B, Kazbek D, Leonid B, Sergey N, Valentin K (2020) Use of chat bots in Learning Management Systems. https://doi.org/10.1016/j.procs.2020.02.195
22. Fotheringham, D., & Wiles, M. A. (2023). The effect of implementing chatbot customer service on stock returns: An event study analysis. Journal of the Academy of Marketing Science, 51(4), 802-822. https://doi.org/10.1007/s11747-022-00841-2
23. Gao, J., Galley, M., & Li, L. (2020). Conversational AI: Dialogue Systems, Conversational Agents, and Chatbots. Synthesis Lectures on Human Language Technologies, 13(3), 1-251. https://doi.org/10.2200/S01060ED1V01Y202010HLT048
24. George, T. (2022). Semi-Structured Interview | Definition, Guide & Examples. Scribbr. Retrieved June 17, 2024, from https://www.scribbr.com/methodology/semi-structured-interview/
25. Guest, Greg & Bunce, Arwen & Johnson, Laura. (2006). How Many Interviews Are Enough?. Field Methods - field method. 18. 59-82. 10.1177/1525822X05279903.
26. Hamam, D. (2021). The new teacher assistant: A review of chatbots’ use in higher education. Journal of Higher Education Technology, 4(2), 87-98. https://doi.org/10.1007/978-3-030-78645-8_8
27. Hashem, M. (2022). Effect of Training and Development on Employee Engagement during COVID-19 Era (Remote Working). (Master Thesis), Faculty of Business Administration, Antonine University, Lebanon. https://doi.org/10.20849/abr.v7i5.1294
28. Hsu, T., Huang, H., Hwang, G. & Chen, M. (2023). Effects of incorporating an expert decision-making mechanism into chatbots on students’ achievement, enjoyment, and anxiety. Educational Technology & Society, 26(1), 218-231. https://doi.org/10.30191/ETS.202301_26(1).0016
29. Hussain, S & Al-Hashmi, Safa & Malik, Mazhar & Kazmi, Syed Imran Ali. (2023). Chatbot in E-learning. SHS Web of Conferences. 156. http://dx.doi.org/10.1051/shsconf/202315601002
30. Hussain, S., Athula, (2018). Extending a Conventional Chatbot Knowledge Base to External Knowledge Source and Introducing User Based Sessions for Diabetes Education, International Conference on Advanced Information Networking and Applications Workshops (WAINA), Krakow(Poland),May 2018,pp.698-703.
31. Jain, V; Singh, M. Syed, S. Mondal and D. Ranjan Palai, (2024) "Enhancing Educational Interactions: A Comprehensive Review of AI Chatbots in Learning Environments," 11th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO), Noida, India, 2024, pp. 1-5, doi: 10.1109/ICRITO61523.2024.10522392.
32. Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.
33. Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614. https://doi.org/10.3390/su15075614
34. Krassmann, A. L., Flach, J. M., Grando, A. R. C. D. S., Tarouco, L. M. R., & Bercht, M. (2019)A Process for Extracting Knowledge Base for Chatbots from Text Corpora”,IEEE Global Engineering Education Conference (EDUCON), Dubai( United Arab Emirates), avril , pp.322-329.
35. Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973-1018. https://doi.org/10.1007/s10639-022-11177-3
36. Lee, J. Y. (2023). Can an artificial intelligence chatbot be the author of a scholarly article? Journal of Educational Evaluation for Health Professions, 20(6), e50. https://doi.org/10.3352/jeehp.2023.20.6
37. Li, Y., Chen, C. Y., Yu, D., Davidson, S., Hou, R., Yuan, X., Tan, Y., Pham, D., & Yu, Z. (2022). Using chatbots to teach languages. Proceedings of the Ninth ACM Conference on Learning Scale, 12(17), 451-455. https://doi.org/10.1145/3491140.3528329
38. Li, L., Subbareddy, R., & Raghavendra, C.G. (2022). AI Intelligence Chatbot to Improve Students Learning in the Higher Education Platform. Journal of Interconnection Networks, 22(2), 2143032. https://doi.org/10.1142/S0219265921430325
39. Liaw, S. Y., Tan, J. Z., Lim, S., Zhou, W., Yap, J., Ratan, R., Ooi, S. L., Wong, S. J., Seah, B., & Chua, W. L. (2023). Artificial intelligence in virtual reality simulation for interprofessional communication training: Mixed method study. Nurse Education Today, 122, 105718. https://doi.org/10.1016/j.nedt.2023.105718
40. Luan, Lingfei & Lin, Xi & Dai, Yan & Hu, Shu & Sun, Qianlu. (2024). Exploring the Cognitive Dynamics of Artificial Intelligence in the Post-COVID- 19 and Learning 3.0 Era: A Case Study of ChatGPT.. Asian Journal of Distance Education 19(2) P1-10 0. https://doi.org/10.5281/zenodo.10990472
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Published
2025-02-03
How to Cite
Salman Salem Al-Maliki, & Prof. Badr S Alsoliman. (2025). Exploring the Role of AI-Powered Chatbots in Developing e-Learning Skills from The Trainers’ Perspective. Journal of Educational and Human Sciences, (42), 86-119. https://doi.org/10.33193/JEAHS.42.2025.582
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Copyright (c) 2025 سلمان سالم المالكي , أ.د. بدر بن سلمان السليمان
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