domain-specific chatbots

A tailored mathematics chatbot increased situational interest without a significant overall learning-gain advantage

Cilia Ricarda Rücker, Sebastian Becker-Genschow

Computers and Education Open

A classroom study with 195 ninth-grade pupils compared the tailored ADA chatbot with conventional differentiated materials while learning a square-root method. Pupils using ADA reported stronger situational interest and favorable acceptance. Overall learning gains did not show a significant group-by-time advantage, and cognitive-load differences were also nonsignificant. The result supports studying motivational engagement separately from achievement, particularly when a new tool is introduced for a brief classroom sequence.