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This work examines the application of generative AI, particularly chatbots, in higher education classrooms, focusing on their dual role in providing personalized student support and assisting with instructional design. The research highlights the development of a Socratic chatbot designed to promote self-reflection in various learning activities. Unlike ChatGPT, this tutor begins with an instructor-defined prompt and provides real-time analytics of student interactions, enabling educators to lead plenary exercises or adjust lesson plans. A workshop conducted during an international conference gathered feedback from 44 higher education researchers and practitioners worldwide, with 20 participants indicating the chatbot's usefulness and ease of use. They also suggested potential learning scenarios and activities to enhance students’ AI literacy skills. Future work involves documenting lessons learned from the design-based research approach, involving faculty and students, and evaluating the tool's actual benefits for instructional design and student learning.

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Scaffolding Learning Scenarios with a Socratic Chatbot: Insights from Educators

  • 会议论文

  • 发表日期：

    2026年

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  • Isabel Hilliger,
  • Mar Pérez-Sanagustín,
  • Esteban Villalobos,
  • Rafael Ferreira,
  • Carlos Gonzalez

摘要

This work examines the application of generative AI, particularly chatbots, in higher education classrooms, focusing on their dual role in providing personalized student support and assisting with instructional design. The research highlights the development of a Socratic chatbot designed to promote self-reflection in various learning activities. Unlike ChatGPT, this tutor begins with an instructor-defined prompt and provides real-time analytics of student interactions, enabling educators to lead plenary exercises or adjust lesson plans. A workshop conducted during an international conference gathered feedback from 44 higher education researchers and practitioners worldwide, with 20 participants indicating the chatbot's usefulness and ease of use. They also suggested potential learning scenarios and activities to enhance students’ AI literacy skills. Future work involves documenting lessons learned from the design-based research approach, involving faculty and students, and evaluating the tool's actual benefits for instructional design and student learning.