Учење уз Теслу: подстицање мотивације ученика путем чебота заснованогна личности у основним школама у Србији
Keywords:
AI in education, educational chatbots, persona-based chatbots, Nikola Tesla, student motivation.
Abstract
This study examines the impact of using a persona-based educational chatbot, modeled after Nikola Tesla, on student motivation in Serbian primary schools. The objective of the research was to determine how students’ perceptions of chatbot functionality, interactivity, and educational value influence their motivation to learn. A quantitative, non-experimental survey design was employed, with data collected from 456 students across four subjects: Serbian language and literature, History, English, and Physics. Statistical analysis included correlation and multiple regression analysis, focusing on three primary motivational factors: functionality, engagement, and educational value. The main findings indicate that the educational value of the chatbot was the strongest predictor of student motivation (β = 0.378, p < 0.001), while functionality and interactivity played a secondary role. Additionally, the study explored the potential motivational impact of the chatbot’s persona as a culturally familiar and emotionally significant historical figure. Results highlight the importance of pedagogically meaningful content and suggest the potential of persona-based chatbots to enhance student motivation.
References
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Vukomanović, A., Deretić, N., Kabiljo, M., & Matić, R. (2022). An example of chatbot in the field of education in the Republic of Serbia. Journal of process management and new technologies, 10(1-2), 125-139. https://doi.org/10.5937/jpmnt10-38635
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 232, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Winkler, R., & Söllner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. Academy of Management Annual Meeting (AOM).
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet?-a systematic literature review on chatbots in education. Frontiers in artificial intelligence, 4, 654924. https://doi.org/10.3389/frai.2021.654924
Yin, J., Goh, T. T., & Hu, Y. (2024). Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation. International Journal of Educational Technology in Higher Education, 21(1), 47. https://doi.org/10.1186/s41239-024-00480-3
Anderson, J. (2024). The impact of AI on children’s development. Retrieved April 30, 2025 from https://www.gse.harvard.edu/ideas/edcast/24/10/impact-ai-childrens-development
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition–Implications for the design of computer-based scaffolds. Instructional science, 33(5/6), 367-379. https://doi.org/10.1007/s11251-005-1272-9
Chiu, T. K., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240-3256. https://doi.org/10.1080/10494820.2023.2172044
Guan, R., Raković, M., Chen, G., & Gašević, D. (2025). How educational chatbots support self-regulated learning? A systematic review of the literature. Education and Information Technologies, 30(4), 4493-4518. https://doi.org/10.1007/s10639-024-12881-y
Holstein, K., & Aleven, V. (2022). Designing for human–AI complementarity in K-12 education. AI Magazine, 43(2), 239-248. https://doi.org/10.1002/aaai.12058
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of computer assisted learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509–539. https://doi.org/10.1007/s10648-007-9054-3
Kosoy, E., Jeong, S., Sinha, A., Gopnik, A., & Kraljic, T. (2024). Children’s Mental Models of Generative Visual and Text Based AI Models. Computer Science. https://doi.org/10.48550/arXiv.2405.13081
Li, Y., Sha, L., Yan, L., Lin, J., Raković, M., Galbraith, K., Lyons, K., Gašević, D., & Chen, G. (2023). Can large language models write reflectively. Computers and Education: Artificial Intelligence, 4, 100140. https://doi.org/10.1016/j.caeai.2023.100140.
Liu, M., & Reinders, H. (2025). Do AI chatbots impact motivation? Insights from a preliminary longitudinal study. System, 128, 103544. https://doi.org/10.1016/j.system.2024.103544
Movahed, S. V., & Martin, F. (2025). Ask Me Anything: Exploring children’s attitudes toward an age-tailored AI-powered chatbot. Computer Science. https://doi.org/10.48550/arXiv.2502.14217
Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549-1565. https://doi.org/10.1002/cae.22326
Pratt, N., Madhavan, R., & Weleff, J. (2024). Digital dialogue—How youth are interacting with chatbots. JAMA pediatrics, 178(5), 429-430. https://doi.org/10.1001/jamapediatrics.2024.0084
Ružičić, V., Simeunović, M., & Gojgić, N. (2024). Prerequisites for Higher Quality Education: Teachers’ Attitudes on the Application of Artificial Intelligence Tools in Teaching. In 10th International Scientific Conference Technics, Informatics and Education-TIE 2024, 20-22 September 2024, Čačak (pp. 429-436). Čačak: Faculty of Technical Sciences, University of Kragujevac. https://doi.org/10.46793/TIE24.429R
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j.compedu.2020.103862
Tegos, S., Demetriadis, S., & Papadopoulos, P. M. (2016). Conversational agents for academically productive talk: A comparison of directed and undirected agent interventions. International Journal of Computer-Supported Collaborative Learning, 11(4), 417–440. https://doi.org/10.1007/s11412-016-9246-2
Tomić, B. M., & Radovanović, N. D. (2024). The application of artificial intelligence in the context of the educational system in Serbia, with a special focus on religious education. Sociološki pregled, 58(2), 435-459. https://doi.org/10.5937/socpreg58-48911
Vukomanović, A., Deretić, N., Kabiljo, M., & Matić, R. (2022). An example of chatbot in the field of education in the Republic of Serbia. Journal of process management and new technologies, 10(1-2), 125-139. https://doi.org/10.5937/jpmnt10-38635
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 232, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Winkler, R., & Söllner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. Academy of Management Annual Meeting (AOM).
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet?-a systematic literature review on chatbots in education. Frontiers in artificial intelligence, 4, 654924. https://doi.org/10.3389/frai.2021.654924
Yin, J., Goh, T. T., & Hu, Y. (2024). Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation. International Journal of Educational Technology in Higher Education, 21(1), 47. https://doi.org/10.1186/s41239-024-00480-3
Published
2026/03/02
Section
Članci