Let's Play with AI! A 2x2 Experiment on Collaborative vs. Competitive Game Elements for Pedagogical Conversational Agents
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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SIG SVC Pre-ICIS Workshop 2024. 2025.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Let's Play with AI! A 2x2 Experiment on Collaborative vs. Competitive Game Elements for Pedagogical Conversational Agents
AU - Khosrawi-Rad, Bijan
AU - Keller, Paul Felix
AU - Grogorick, Linda
AU - Benner, Dennis
AU - Janson, Andreas
AU - Robra-Bissantz, Susanne
PY - 2025
Y1 - 2025
N2 - Technological advances in generative artificial intelligence (GAI) have increased the relevance of pedagogical conversational agents (PCAs) like chatbots to support students. Despite their potential for learning as a service, PCAs are rarely used by educational institutions. They often neglect the benefits of group learning, like collaborative problem-solving, and insufficiently address learners’ motivational challenges in digital environments. To tackle these issues, we designed and evaluated a gamified PCA for information systems (IS) education with collaborative and competitive group learning capabilities. We investigated the effects of collaborative and competitive elements in PCA design using a 2x2 experiment (n = 120). Our findings show that collaborative game elements foster learners’ motivation and highlight the PCA’s role as a group learning moderator. This study contributes new knowledge on GAI in IS education, meaningful gamification in the PCA context, and computer-supported collaborative learning.
AB - Technological advances in generative artificial intelligence (GAI) have increased the relevance of pedagogical conversational agents (PCAs) like chatbots to support students. Despite their potential for learning as a service, PCAs are rarely used by educational institutions. They often neglect the benefits of group learning, like collaborative problem-solving, and insufficiently address learners’ motivational challenges in digital environments. To tackle these issues, we designed and evaluated a gamified PCA for information systems (IS) education with collaborative and competitive group learning capabilities. We investigated the effects of collaborative and competitive elements in PCA design using a 2x2 experiment (n = 120). Our findings show that collaborative game elements foster learners’ motivation and highlight the PCA’s role as a group learning moderator. This study contributes new knowledge on GAI in IS education, meaningful gamification in the PCA context, and computer-supported collaborative learning.
M3 - Aufsätze in Konferenzbänden
BT - SIG SVC Pre-ICIS Workshop 2024
ER -