AI Chatbots for Critical Literacy in Education: Perspectives From UX Experts and Educators

Author Information

Androniki Koutsikou, Ionian University, Greece
Valia Kaimaki, Ionian University, Greece
Nikos Antonopoulos, Ionian University, Greece

Abstract

This study examines stakeholder perspectives on TouriBot, an AI-supported chatbot integrated into a gamified educational application. The chatbot was implemented within “Fake News Travels Fast,” a challenge-based learning environment that encourages students to critically evaluate misleading online tourism content and engage more thoughtfully with digital information. The evaluation included three stakeholder groups: in-service primary school ICT teachers, ICT educational advisors serving as institutional pedagogical experts and UX experts. The data were analyzed using Framework Analysis to identify areas of agreement and divergence among the three stakeholder groups. The findings reveal broad agreement regarding the importance of Socratic questioning, age-appropriate interaction and guided prompts in supporting student engagement and critical thinking. At the same time, participants expressed differing views concerning students’ readiness to use AI-supported tools and the extent to which the chatbot should be integrated into the learning flow of the gamified environment. UX experts also identified several interaction design concerns, including visual clutter, limited contextual responsiveness and the need for supportive emotional feedback mechanisms. The study emphasizes the significance of creating AI-enhanced learning environments that foster questioning, reflection, and active assessment of digital content. The findings are valuable to the ongoing dialogue about the role of AI in education, providing practical insights for designing chatbot-assisted critical literacy activities tailored for younger learners.

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