Learning with Tesla: Enhancing student motivation trough a persona - based chatbot in Serbian primary schools
Ključne reči:
вештачка интелигенција у образовању, образовни четботови, четботови засновани на личностима, Никола Тесла, мотивација ученика.
Sažetak
Овај рад истражује утицај употребе образовног четбота, заснованог на личности Николе Тесле, на мотивацију ученика у основним школама у Србији. Циљ истраживања је да се утврди како перцепција ученика о функционалности четбота, те његовој интерактивности и образовној вредности утиче на њихову мотивацију за учење. Примењено је квантитативно, неекспериментално истраживање путем анкете, а подаци су прикупљени од 456 ученика кроз четири наставна предмета: српски језик и књижевност, историју, енглески језик и физику. Статистичка анализа обухватала је корелациону и регресиону анализу, са три основна мотивациона фактора, као што су функционалност, ангажованост и образовна корист. Главни налази указују на то да је образовна вредност четбота најјачи предиктор мотивације (β = 0,378, p < 0,001), док функционалност и интерактивност играју споредну улогу. Поред тога, истражена је и потенцијална мотивациона вредност четбота као културно познате и емоционално значајне историјске личности. Резултати указују на значај педагошки смисленог садржаја и потенцијал четботова заснованих на личностима у образовању у погледу поспешивања мотивације ученика.
Reference
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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
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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
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2026/03/02
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