The aim of this study is to examine how teachers can utilize chatbots in education to continue using writing assignments as assessment tools. Through a Scoping review, various strategies are presented by analyzing empirical material based on a SWOT analysis. The study seeks to address the following research questions: How can chatbots be used to enhance teaching and learning in social studies? And What measures are emphasized to prevent potential challenges regarding the relationship between writing assignments and chatbots? The results section of the paper is structured as a categorical overview based on the didactic questions: what, how, and why? Based on the results, eight strategies are identified: Chatbots as co-creators, Student-active exercises, Teacher assistant, Formality tool, Note-taking, Individualized lesson planning, Critical thinking, Reverse search. Overall, all strategies aimed to optimize both students' and teachers' work. From a student perspective, chatbots could serve as a support to individualize the learning process based on the student's own conditions. From a teacher perspective, chatbots could optimize teachers' work and reduce workload. The results indicates that teachers can view chatbots as an additional resource during class time, a brainstorming tool during the planning phase, and an aid through feedback and professional development during the evaluation phase. The results also highlight several potential challenges to consider. The conclusion of this study is that writing assignments can still serve important functions in schools, though in a somewhat different manner than how we typically have employed them historically. Chatbots can serve as a tool to meet the guidelines issued by the Swedish National Agency for Education in the national curriculum for social studies at the high school level. Based on the internal factors presented, there is a need for a willingness to develop and change traditional work methods, and the perception of what writing assignments should generate needs to change. All the strategies presented can either be seen as support during the writing process itself or as a supplementary assessment method for writing assignments. Based on the external factors, it is evident that the entire school as an organization needs to be involved for a successful integration of chatbots into education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-224714 |
| Date | January 2024 |
| Creators | Plantinger, Hanna |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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