Interactions with a machine teacher: Effects of Wiley's Daila on student learning outcomes and teaching effectiveness

Interactions with a machine teacher: Effects of Wiley's Daila on student learning outcomes and teaching effectiveness

With the increase in demand for online learning, machine teachers are becoming an important technology in higher education, since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with hi...

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Bibliographic Details
Published in:Communication teacher 2022-10, Vol.36 (4), p.314-329
Main Authors: Pelzer, Elena, Turner, Benjamin O.
Format: Article
Language:eng
Subjects:
Artificial Intelligence
Blended Learning
College Students
Computer Mediated Communication
COVID-19
Distance learning
Educational Benefits
Educational objectives
Educational technology
Electronic Learning
Foreign Countries
Higher Education
In Person Learning
Interaction
Man Machine Systems
Online instruction
Pandemics
Quality of education
Robotics
Teacher Effectiveness
Teaching
Teaching Methods
Technology Uses in Education
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Summary:With the increase in demand for online learning, machine teachers are becoming an important technology in higher education, since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with high initial costs. Thus, here, we use a more basal form of a machine teacher that, among other goals, aims to enhance interaction but does not require advanced technological competency on the part of students or instructors to use. In a survey study from two universities in Indonesia, we assess how the machine teacher Wiley Daila affects the teaching and learning environment. The findings indicate that among users of Daila, Daila is perceived as useful and increases perceived teaching effectiveness and student learning outcomes. This study therefore suggests the potential of even basal machine teachers to assist in enhancing student learning.
ISSN:1740-4622
1740-4630