«Η τεχνητή νοημοσύνη συναντά τη φυσική των εφήβων» Σχεδιασμός e-course με ενσωματωμένο AI chatbot για την ενίσχυση του κινήτρου στη μάθηση της φυσικής στο λύκειο - The ARCS Model
«AI meets teen physics» Designing an e-course with integrated ai chatbot to enhance motivation in high school physics learning - The ARCS Model
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Keywords
Μοντέλο ARCS ; Παρακίνηση ; Τεχνητή νοημοσύνη ; AI chatbot ; Παιχνιδοποίηση ; Φυσικές επιστήμες ; Ηλεκτρονική μάθησηAbstract
Nowadays, and especially during the pandemic, the need to develop e-learning has emerged. Despite the benefits it presents, there is a significant challenge, which is related to the motivation of students in all subjects and especially in the most demanding ones such as Physics. The aim of this work is to design an e-Course which, in addition to transferring new knowledge, will stimulate the interest of students.
The work is based on Keller's ARCS motivation model, whose four pillars are Attention, Relevance, Confidence and Satisfaction. Attention is related to strategies that capture the student's curiosity, Relevance tries to explain why the lesson is useful to the student, Confidence focuses on how the student will feel that he can succeed and finally, Satisfaction refers to rewarding his effort.
The novelty of this work lies in the fact that it includes the use of modern educational technologies such as gamification, since the e-Course was designed as a laboratory that needs to be repaired achieved through the steps performed by the students and Artificial Intelligence, which is integrated through the digital assistant ARComp, an AI Chatbot, powered by the necessary educational material to support the study.
The paper examines how the educational technologies used support the ARCS model, how Artificial Intelligence helps to personalize the learning experience and how the combination of this model with the technology used can improve students' relationship with Science.
After all, it is expected to be proven that the combination of the ARCS model and modern tools can create an environment in which students want their active involvement, gradually leading to a deeper understanding of the content.