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首页> 外文期刊>Interactive technology and smart education >Digital storytelling with chatbots: mapping L2 participation and perception patterns
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Digital storytelling with chatbots: mapping L2 participation and perception patterns

机译：与聊天的数字讲故事：映射L2参与和感知模式

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Purpose - This study aims to increase language learning (L2) output by incorporating a digital storytelling chatbot system (known as a "storybot") that focused interactions on a narrative. This study also sought to investigate student perceptions of these storybot interactions and improve on poor perception rates from previous studies Design/methodology/approach - This one-sample exploratory study was of student-storybot participation rates and student perceptions towards a storybot activity designed to increase L2 output. A combination of storybot participation analytics and survey analysis of student perception was carried out. Findings - The use of storybots in the L2 class resulted in mixed participation rates. Students read nine times more than they wrote, indicating a high degree of reading comprehension necessary for storybot interaction. Survey results revealed that students believed storybots helped them meet their L2 goals, were relevant to their L2 and were easy to navigate. Research limitations/implications - Interactions were through text messaging so no impact on speech or pronunciation could be observed. Further, the context was within a single university class in South Korea, restricting the generalization of findings to outside regions or with younger learners. Finally, while storybots proved to be valuable reading comprehension activities, the next step in this line of chatbot research should incorporate more writing prompts. Practical implications - Storybots revealed explicit benefits to reading comprehension, as measured by cohesion between storybot delivered comprehension questions and student responses. Moreover, storybots can be used as examples for students in their own story creation, classroom forms to collect relevant student information regarding learning objectives and platforms for class quizzes. Social implications - Storybots scaffold students through conversations, which abide by socio-pragmatic norms, providing models for L2 learners to incorporate in real-world text-based communication. Additionally, a wide range of idiomatic expressions is contextualized in comprehensible interactions that students can learn from the storybot then practice with friends. Originality/value - This study contributes to the growing research on the use of chatbots for second L2 and offers specific insight into the use of narrative storybots as a means to increase L2 output and potentially benefit L2 reading comprehension.
机译：目的 - 本研究旨在通过结合数字故事聊天聊天系统（称为“StoryBot”）来增加语言学习（L2）输出，这些系统被关注对叙述的相互作用。本研究还试图调查对这些故事互动的学生看法，并从先前研究设计/方法/方法的差的感知率改善 - 这项样本探索性研究是学生 - Storybot参与率和学生对旨在增加的故事活动的看法。 L2输出。进行了故事参与分析和学生认知调查分析的组合。调查结果 - L2类中的故事率造成了混合参与率。学生比他们写的3次阅读，表明故事互动所需的高度阅读理解。调查结果显示，学生认为故事有助于他们符合他们的L2目标，与他们的L2有关，并且很容易导航。研究限制/影响 - 通过短信进行交互，因此无法观察到对语音或发音的影响。此外，上下文是韩国的一个大学课程，限制了对外部地区或更年轻的学习者的调查结果的概括。最后，虽然故事被证明是有价值的阅读理解活动，但这一系列Chatbot Research的下一步应该包含更多的写作提示。实际意义 - 故事揭示了阅读理解的明确益处，通过故事波特之间的凝聚力来衡量的理解问题和学生回应。此外，故事率可以用作自己的故事创作，课堂形式的学生的例子，以收集有关课堂测验的学习目标和平台的相关学生信息。社会影响 - 故事脚手架学生通过谈话，遵守社会务实规范，为L2学习者提供模型，以包含在真实的基于文本的沟通中。此外，各种惯用的表达式中的综合性互动，学生可以从故事字体中学到与朋友一起练习。原创性/价值 - 本研究有助于对第二次L2的聊天竞争的研究越来越多，并提供对使用叙述性故事的洞察，因为增加L2输出的手段，并且可能有益于L2阅读理解。

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