Abstract

Some countries struggle to respond in a personalized way to a growing student base, owing to the student-teacher ratio being 13:1 on average. Practice and theoretical review indicate that there is an analysis lack in e-learning of the Pedagogical Conversational Agent (PCA) for tutoring in the development of educational research projects. Therefore, the objective was to determine the algorithm of the PCA dialogic system for tutoring the Integrating Knowledge Project at the National University of Education. The population was students of the Basic Education Career, distance learning, academic period semester I—2021 (N = 1,124), and the sample, with a 95% confidence level and an estimated sampling error of 5%, was 287 participants. They were selected by cluster sampling technique. Paradigm was pragmatism, and method was a light mixed method of convergent design (questionnaire variant) of descriptive scope, cross-sectional and empirical. The research used descriptive statistics and content analysis. The main results were the algorithm’s meta-inferences, which should have a teacher/tutor’s role, offer emotional support, identify errors in the dialogue topics of the domain, and so forth. This research is significant because it determines the generalities and particularity of the PCA dialogue system from and for the students. Moreover, it initiates the linkage of the PCA dialogue system and the tutoring of educational research projects.

Publication date: December 16, 2022.

Description: Conference paper and book chapter, Springer, Cham.

Link: https://doi.org/10.1007/978-3-031-21569-8_51

How to cite (APA Seventh edition):

Ortega-Ochoa, E. G. (2023). A Pedagogical Conversational Agent for Tutoring in the Development of Educational Research Projects. In Guralnick, D., Auer, M.E., Poce, A. (eds.) Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-031-21569-8_51