Author Information
Patthanan Bootchuy, Sukhothai Thammathirat Open University, ThailandPhantipa Amornrit, Sukhothai Thammathirat Open University, Thailand
Abstract
The rapid development of artificial intelligence (AI) technologies, particularly AI chatbots, has significantly influenced innovations in educational delivery, especially within distance learning contexts. This study aimed to design an AI chatbot to enhance information, media, and technology literacy (IMT literacy) skills among learners at Sukhothai Thammathirat Open University (STOU), Thailand. Employing a purposive sampling method, five experts in educational technology and communication were invited to evaluate the chatbot prototype. Research instruments included (1) the AI chatbot developed for enhancing IMT literacy skills, and (2) an expert evaluation form measuring the chatbot’s quality across several dimensions. Data analysis was conducted using mean and standard deviation statistics. Findings revealed that the experts strongly agreed that the STOU Smart Chatbot effectively fosters IMT literacy skills for 21st-century learners (M = 4.79, SD = 0.15). Particularly, experts unanimously praised the presence of a user manual (M = 5.00, SD = 0), the chatbot's user-friendly design (M = 5.00, SD = 0), and its alignment with learners' needs (M = 5.00, SD = 0). The results underscore the potential of AI chatbots as critical tools for advancing digital literacy skills in distance education systems.
Paper Information
Conference: ACEID2025Stream: Design
This paper is part of the ACEID2025 Conference Proceedings (View)
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To cite this article:
Bootchuy P., & Amornrit P. (2025) Designing an Artificial Intelligence Chatbot to Enhance Information, Media, and Technology Literacy Skills for Learners in Distance Learning Systems ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 207-214) https://doi.org/10.22492/issn.2189-101X.2025.17
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.17
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