Leveraging Chat Bots for Rhetorical Support in Ill-structured Economics Education: An Open Science Approach

Potential Abstract:
In the realm of education, the use of chat bots holds tremendous potential for providing personalized and immediate support to students in navigating ill-structured learning tasks. This study explores the integration of chat bots as a means of offering rhetorical support to students in the field of economics education, specifically focusing on ill-structured problem-solving scenarios. Through an open science lens, the research investigates how chat bots can be designed and implemented effectively to enhance students’ critical thinking and problem-solving skills in the complex domain of economics. The study employs a mixed-methods design, combining qualitative analysis of student interactions with the chat bots and quantitative assessment of learning outcomes.

The preliminary findings suggest that chat bots, when strategically designed with rhetorical prompts and feedback mechanisms, can significantly enhance students’ engagement and comprehension of ill-structured economics problems. Furthermore, the open science approach adopted in this study highlights the importance of transparency, replicability, and collaboration in educational research involving emerging technologies like chat bots. By sharing the chat bot design and implementation process openly, this research contributes to the growing body of knowledge on leveraging artificial intelligence tools for educational purposes.

This study not only presents empirical evidence of the effectiveness of chat bots in supporting students’ learning in ill-structured domains but also raises important questions about the ethical implications and potential biases that may arise from the use of AI in education. The implications of this research extend beyond economics education to broader discussions on the integration of technology in addressing the challenges of ill-structured learning tasks in diverse educational contexts.

Potential References: