Abstract
In this study, a generative artificial intelligence (AI)-assisted Think-Aloud Pair Problem-Solving (TAPPS) learning strategy was introduced to support ethical dilemma-related problem-solving learning activities. Then, an interactive virtual learning companion system was developed and tested in a business ethics course to evaluate the efficacy of the proposed method. A total of 135 students from a technological university in central Taiwan participated in this experiment. The experimental group employed the generative AI chatbot virtual learning companion that assisted with the TAPPS approach for ethical dilemma learning. Two control groups used, respectively, the conventional TAPPS approach involving paired learners and the conventional individual thinking-aloud problem-solving method. The proposed method not only enhanced the students’ problem-solving ability but also fostered their learning motivation and ethical reasoning ability.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data availability
Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.
Code availability
Not applicable.
References
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057
Armour-Thomas, E. & Haynes, N. M. (1988). Assessment of metacognition in problem solving. Journal of Instructional Psychology, 15(3), 87–93. https://www.proquest.com/docview/1416365101?pq-origsite=gscholar&fromopenview=true. Accessed 1 Sept 2023
Audie, N. (2019). Peran Media Pembelajaran Meningkatkan Hasil Belajar Peserta Didik. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA, 2(1), 586–595. https://jurnal.untirta.ac.id/index.php/psnp/article/view/5665/4066. Accessed 1 Sept 2023
Austin, J., & Delaney, P. F. (1998). Protocol analysis as a tool for behavior analysis. Analysis of Verbal Behavior, 15, 42–56. https://doi.org/10.1007/2FBF03392922
Awad, E., Dsouza, S., Kim, R., Schulz, J., Henrich, J., Shariff, A., Bonnefon, J.-F., & Rahwan, I. (2018). The Moral Machine Experiment. Nature, 563(7729), 59–64. https://doi.org/10.1038/s41586-018-0637-6
Barange, M., Saunier, J., & Pauchet, A. (2017). Pedagogical agents as team members: Impact of proactive and pedagogical behavior on the user. In Proceedings of the International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS, 2, - 8002017. 16th International Conference on Autonomous Agents and Multiagent Systems, AAMAS.
Bonnefon, J. F., Shariff, A., & Rahwan, I. (2016). The social dilemma of autonomous vehicles. Science, 352(6293), 1573. https://doi.org/10.1126/science.aaf2654
Bowman, C. D. (2012). Student use of animated pedagogical agents in a middle school science inquiry program. British Journal of Educational Technology, 43(3), 359–375. https://doi.org/10.1111/j.1467-8535.2011.01198.x
Braier-Lorimer, D. A., & Warren-Miell, H. (2022). A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course. Medical Teacher, 44(5), 1–6. https://doi.org/10.1080/0142159X.2021.2004306
Callan, G. L., Rubenstein, L. D., Ridgley, L. M., & McCall, J. R. (2021). Measuring self-regulated learning during creative problem-solving with SRL microanalysis. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 136–148. https://doi.org/10.1037/aca0000238
Chaturvedi, R., Verma, S., Das, R., & Dwivedi, Y. K. (2023). Social companionship with artificial intelligence: Recent trends and future avenues. Technological Forecasting and Social Change, 193, 122634. https://doi.org/10.1016/j.techfore.2023.122634
Chou, C.-Y., Chan, T.-W., & Lin, C.-J. (2003). Redefining the learning companion: The past, present, and future of educational agents. Computers & Education, 40(3), 255–269. https://doi.org/10.1016/S0360-1315(02)00130-6
Chowning, J. T., Griswold, J. C., Kovarik, D. N., & Collins, L. J. (2012). Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education. PLoS ONE, 7(5), e36791. https://doi.org/10.1371/journal.pone.0036791
Clarebout, G. & Heidig, S. (2012). Pedagogical agents. In N.M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2567–2571). Springer. https://doi.org/10.1007/978-1-4419-1428-6_942
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Corbett, A. T. & Anderson, J. R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 245–252). ACM.
DiNapoli, J., & Miller, E. K. (2022). Recognizing, supporting, and improving student perseverance in mathematical problem-solving: The role of conceptual thinking scaffolds. The Journal of Mathematical Behavior, 66, 100965. https://doi.org/10.1016/j.jmathb.2022.100965
Durall, E., and Kapros, E. (2020). Co-design for a Competency Self-assessment Chatbot and Survey in Science Education. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Human and Technology Ecosystems. HCII 2020. Lecture Notes in Computer Science, 12206. Springer, Cham.https://doi.org/10.1007/978-3-030-50506-6_2
Edwards, C., Edwards, A., Spence, P. R., & Lin, X. (2018). I, teacher: Using artificial intelligence (AI) and social robots in communication and instruction. Communication Education, 67(4), 473–480. https://doi.org/10.1080/03634523.2018.1502459
Fahlevi, H., Irsyadillah, I., Indriani, M., & Oktari, R. S. (2021). DRG-based payment system and management accounting changes in an Indonesian public hospital: Exploring potential roles of big data analytics. Journal of Accounting & Organizational Change, 18, 325–345. https://doi.org/10.1108/JAOC-10-2020-0179
Foot, P. (1967). The problem of abortion and the doctrine of the double effect. Oxford University Press. https://doi.org/10.1093/0199252866.003.0002
Friedman, B., Hendry, D. G., & Borning, A. (2017). A survey of value sensitive design methods. Foundations and Trends®. Human-Computer Interaction, 11(2), 63–125. https://doi.org/10.1561/1100000015
Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., Parlikad, A. K., Stankovski, V., Abraham, A., Ghosh, S. K., Lutfiyya, H., Kanhere, S. S., Bahsoon, R., Rana, O., Dustdar, S., Sakellariou, R., … Buyya, R. (2024). Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems, 4, 19–23. https://doi.org/10.1016/j.iotcps.2023.06.002
Gnewuch, U., Morana, S., & Maedche, A. (2017). Towards Designing Cooperative and Social Conversational Agents for Customer Service. ICIS.
Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81–96. https://doi.org/10.1023/A:1003092414893
Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (2017). Let’s set up some subgoals: Understanding human-pedagogical agent collaborations and their implications for learning and prompt and feedback compliance. IEEE Transactions on Learning Technologies, 11(1), 54–66. https://doi.org/10.1109/TLT.2017.2756629
Hartwell, S. (1995). Promoting moral development through experiential teaching. Clinical Law Review, 1, 505.
Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Journal of Media Psychology, 22(2), 27–54. https://doi.org/10.1016/j.edurev.2010.07.004
Herbert, S., & Williams, G. (2023). Eliciting mathematical reasoning during early primary problem solving. Mathematics Education Research Journal, 35(1), 77–103. https://doi.org/10.1007/s13394-021-00376-9
Iku-Silan, A., Hwang, G.-J., & Chen, C.-H. (2023). Decision-guided chatbots and cognitive styles in interdisciplinary learning. Computers & Education, 201, 104812. https://doi.org/10.1016/j.compedu.2023.104812
Irham, M., & Zainuri, Z. (2017). Efektivitas Pembelajaran Think Aloud Pair Problem Solving Ditinjau dari Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education Research, 5(1), 60–69. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/12918. Accessed 1 Sept 2023
Jarvis, M.-A., & Baloyi, O. B. (2020). Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners. International Journal of Africa Nursing Sciences, 12, 100195. https://doi.org/10.1016/j.ijans.2020.100195
Jeon, K., Huffman, D., & Noh, T. (2005). The effects of thinking aloud pair problem solving of high school students’ chemistry problem-solving performance and verbal interactions. Journal of Chemical Education, 82(10), 1558–1564. https://doi.org/10.1021/ed082p1558
Kamali, F., Yousefy, A., & Yamani, N. (2019). Explaining professionalism in moral reasoning: A qualitative study. Advances in Medical Education and Practice, 10, 447–456. https://doi.org/10.2147/amep.S183690
Kamali, F., Yousefy, A. R., & Yamani, N. (2022). Explaining Metacognition in Moral Reasoning: A Qualitative Study. Journal of Iranian Medical Council, 5(1), 96–110. https://doi.org/10.18502/jimc.v5i1.9576
Kani, N. H. A., & Shahrill, M. (2015). Applying the Thinking Aloud Pair Problem Solving Strategy in Mathematics Lessons. Asian Journal of Management Sciences, Education, 4(2), 20–28. https://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.4(2)/AJMSE2015(4.2-03).pdf. Accessed 1 Sept 2023
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023b). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kavathatzopoulos, I. (1994). Training professional managers in decision-making about real life business ethics problems: The acquisition of the autonomous problem-solving skill. Journal of Business Ethics, 13, 379–386. https://doi.org/10.1007/BF00871765
Kefalidou, G. (2017). When immediate interactive feedback boosts optimization problem solving: A ‘human-in-the-loop’approach for solving capacitated vehicle routing problems. Computers in Human Behavior, 73, 110–124. https://doi.org/10.1016/j.chb.2017.03.019
Kennedy, C. (2022). Metacognitive Agents for Ethical Decision Support: Conceptual Model and Research Roadmap. Qeios. https://doi.org/10.32388/H7VZT3
Khaghanizade, M., Malaki, H., Abbasi, M., Abbaspour, A., & Mohamadi, E. (2012). Faculty-Related Challenges in Medical Ethics Education: A Qualitative Study. Iranian Journal of Medical Education, 11(8), 903–916. https://ijme.mui.ac.ir/article-1-1434-en.html. Accessed 1 Sept 2023
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT-Reshaping medical education and clinical management. Pakistan Journal of Medical Sciences, 39(2), 605–607. https://doi.org/10.12669/pjms.39.2.7653
Kim, Y., Baylor, A.L. & PALS Group. (2006). Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction. Educational Technology Research and Development, 54, 223–243. https://doi.org/10.1007/s11423-006-8805-z
Knight, S., Hayhoe, B. W., Frith, L., Ashworth, M., Sajid, I., & Papanikitas, A. (2019). Ethics education and moral decision-making in clinical commissioning: An interview study. British Journal of General Practice, 70(690), e45–e54. https://doi.org/10.3399/bjgp19X707129
Kopp, S., & Krämer, N. (2021). Revisiting Human-Agent Communication: The Importance of Joint Co-construction and Understanding Mental States. Frontiers in Psychology, 12, 580955. https://doi.org/10.3389/fpsyg.2021.580955
Kotsopoulus, D. (2010). An analysis of talking aloud during peer collaborations in mathematics. International Journal of Science and Mathematics Education, 8, 1049–1070. https://doi.org/10.1007/s10763-010-9221-8
Kucan, L., & Beck, I. L. (1997). Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction. Review of Educational Research, 67(3), 271. https://doi.org/10.2307/1170566
Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75–79. https://doi.org/10.1016/j.nedt.2019.01.011
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. L., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. International Journal of Management in Education, 21(2), 1–13. https://www.sciencedirect.com/science/article/pii/S1472811723000289. Accessed 1 Sept 2023
Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computers & Education, 143, 103658. https://doi.org/10.1016/j.compedu.2019.103658
Lin, Y. N., Hsia, L. H., & Hwang, G. J. (2021). Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Computers & Education, 160, 104035. https://doi.org/10.1016/j.compedu.2020.104035
Litualy, S. J. (2017). Aplikasi Pembelajaran TAPPS dalam Peningkatan Hasil Belajar Strukturen Und Wortschatz Mahasiswa Program Studi Pendidikan Bahasa Jerman. Cakrawala Pendidikan, 2. https://doi.org/10.21831/cp.v36i2.13288
Liu, C.-C., Liao, M.-G., Chang, C.-H., & Lin, H.-M. (2022). An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. https://doi.org/10.1016/j.compedu.2022.104576
Lukpat, A. (2023). ChatGPT banned in New York City public schools over concerns about cheating, learning development. The Wall Street Journal. https://www.wsj.com/articles/chatgptbanned-in-new-york-city-public-schools-over-concerns-about-cheating-learning-development-11673024059. Accessed 1 Sept 2023
Mahyar, N., & Dani, A. U. (2021). Efektivitas Strategi Pembelajaran Thinking Aloud Pair Problem Solving (TAPPS) dan Strategi Pembelajaran Konvensional Terhadap Hasil Belajar Peserta Didik Kelas X MAN Pangkep. AL-KHAZINI: JURNAL PENDIDIKAN FISIKA, 1(2), 129–135. https://doi.org/10.24252/al-khazini.v1i2.20638
Masal, E., Takunyacı, M., & Gülay, A. (2013). Adaptation of student thinking about problem solving scale (STAPSS) to Turkish. The Journal of SAU Education Faculty, 25, 134–146. https://dergipark.org.tr/tr/download/article-file/115666. Accessed 1 Sept 2023
McGinness, L. P., & Savage, C. M. (2016). Developing an Action Concept Inventory. Physical Review Physics Education Research, 12, 010133. https://doi.org/10.1103/PhysRevPhysEducRes.12.010133
Millis, B. (2012). Active Learning Strategies in Face-to-Face Courses. IDEA. https://files.eric.ed.gov/fulltext/ED565290.pdf. Accessed 1 Sept 2023
Montague, M., Krawec, J., & Rosenzweig, C. (2011). Metacognitive strategy use of eight-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508–520. https://doi.org/10.1177/0022219410378445
Newman, D. L., Snyder, C. W., Fisk, J. N., & Wright, L. K. (2016), Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool. CBE-Life Sciences Education, 15(2). https://doi.org/10.1187/cbe.15-06-0124
Nkambou, R., Bourdeau, J., & Mizoguchi, R. (2010). Advances in Intelligent Tutoring Systems. Springer.
Noh, T., Jeon, K., & Huffman, D. (2005). The Effects of Thinking Aloud Pair Problem Solving on High School Students’ Chemistry Problem-Solving Performance and Verbal Interactions. Journal of Chemical Education, 82(10), 1558. https://doi.org/10.1021/ed082p1558
Osorio, T. H., & Reyes, M. G. (2023). Decision Making in Moral Judgment Context is Modulated by Individual Metacognition. Psychological Reports. https://doi.org/10.1177/00332941231191067
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). University of Michigan.
Porter, L., Zingaro, D., Liao, S. N., Taylor, C., Webb, K. C., Lee, C., & Clancy, M. (2019). BDSI: A Validated Concept Inventory for Basic Data Structures. In Proceedings of the 2019 ACM Conference on International Computing Education Research. ICER ’19, (pp. 111–119). Association for Computing Machinery.
Ramachandran A., Huang C.-M., Gartland E., & Scassellati B. (2018). Thinking aloud with a tutoring robot to enhance learning. In Proceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction, pp. 59–68. https://doi.org/10.1145/3171221.3171250
Ratten, V., & Jones, P. (2023). Generative artificial intelligence (ChatGPT): Implications for management educators. The International Journal of Management Education, 21(3), 100857. https://doi.org/10.1016/j.ijme.2023.100857
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
Reinhart, A., Evans, C., Luby, A., Orellana, J., Meyer, M., Wieczorek, J., Elliott, P., Burckhardt, P., & Nugent, R. (2022). Think-Aloud Interviews: A Tool for Exploring Student Statistical Reasoning. Journal of Statistics and Data Science Education, 30(2), 100–113. https://doi.org/10.1080/26939169.2022.2063209
Rescher, N. (2014). A system of pragmatic idealism, volume II: The validity of values, a normative theory of evaluative rationality. Princeton University Press.
Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2022). Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity, 43, 100991. https://doi.org/10.1016/j.tsc.2021.100991
Salmi, A. (2022). Pelaksanaan Strategi Thinking Aloud Pairs Problem Solving (TAPPS) untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI IPA 1 MAN 2 Pesisir Selatan pada Materi Limit Fungsi Aljabar. Journal on Education, 5(1), 11–28. https://doi.org/10.31004/joe.v5i1.55
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. https://doi.org/10.1023/A:1003044231033
Schroeder, N. L., Adesope, O. O., & Gilbert, R. B. (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. https://doi.org/10.2190/EC.49.1.a
Schroeder, N. L., & Gotch, C. M. (2015). Persisting Issues in Pedagogical Agent Research. Journal of Educational Computing Research, 53(2), 183–204. https://doi.org/10.1177/0735633115597625
Schroeder, N. L., Romine, W. L., & Craig, S. D. (2017). Measuring pedagogical agent persona and the influence of agent persona on learning. Computers & Education, 109, 176–186. https://doi.org/10.1016/j.compedu.2017.02.015
Setiawan, J., Sudrajat, A., Aman, & Kumalasari, D. (2021). Development of Higher Order Thinking Skill Assessment Instruments in Learning Indonesian History. International Journal of Evaluation and Research in Education, 10 (2), 545–552. https://doi.org/10.11591/ijere.v10i2.20796
Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2022). How pedagogical agents communicate with students: A two-phase systematic review. Computers & Education, 188, 104564. https://doi.org/10.1016/j.compedu.2022.104564
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Sultan, A. A., & Alasif, H. (2021). The Effect of Thinking Aloud Pair Problem Solving (TAPPS) Strategy on Developing Scientific Concepts and Habits of Mind among Middle School Students. Psychology and Education Journal, 58(5), 7149–7169. http://psychologyandeducation.net/pae/index.php/pae/article/view/6878/5686.
Tajbakhsh, N., Shin, J. Y., Gurudu, S. R., Hurst, R. T., Kendall, C. B., Gotway, M. B., & Liang, J. (2016). Convolutional neural networks for medical image analysis: Full training or fine tuning? IEEE Transactions on Medical Imaging, 35(5), 1299–1312. https://doi.org/10.1109/TMI.2016.2535302
Tedesco-Schneck, M. (2018). Use of script concordance activity with the think-aloud approach to foster clinical reasoning in nursing students. Nurse Educator, 44(5), 275–277. https://doi.org/10.1097/NNE.0000000000000626
Thurzo, A., Strunga, M., Urban, R., Surovková, J., & Afrashtehfar, K. I. (2023). Impact of artificial intelligence on dental education: A review and guide for curriculum update. Education Sciences, 13(2), 150. https://doi.org/10.3390/educsci13020150
Tsai, T.-C., Harasym, P. H., Coderre, S., McLaughlin, K., & Donnon, T. (2009). Assessing ethical problem solving by reasoning rather than decision making. Medical Education, 43(12), 1188–1197. https://doi.org/10.1111/j.1365-2923.2009.03516.x
Umar, U., Hasratuddin, H., & Surya, E. (2022). Pengembangan LKPD Berbasis Model Think Aloud Pair Problem Solving Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SD Negeri 067248 Medan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(3), 3402–3416. https://doi.org/10.31004/cendekia.v6i3.1884
Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: A practical approach to modelling cognitive. Academic Press.
Veatch, R. M., Haddad, A., & Last, E. J. (2017). A model for ethical problem solving. In Case Studies in Pharmacy Ethics (3rd ed., pp. 19–28). https://doi.org/10.1093/med/9780190277000.003.0002
Vernim, S., Bauer, H., Rauch, E., Ziegler, M. T., & Umbrello, S. (2022). A value sensitive design approach for designing AI-based worker assistance systems in manufacturing. Procedia Computer Science, 200, 505–516. https://doi.org/10.1016/j.procs.2022.01.248
Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 29(3), 477–511. https://doi.org/10.1007/S10648-016-9361-7
Wambsganss, T., Kueng, T., Soellner, M., & Leimeister, J. M. (2021). Argue Tutor: An adaptive dialog-based learning system for argumentation skills. In Proceedings of the 2021 CHI conference on human factors in computing systems (pp. 1–13). https://doi.org/10.1145/3411764.3445781
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39–52. https://doi.org/10.1080/14703290903525838
Wardana, S., & Sagoro, E. M. (2019). Implementasi Gamifikasi Berbantu Media Kahoot Untuk Meningkatkan Aktivitas Belajar, Motivasi Belajar, Dan Hasil Belajar Jurnal Penyesuaian Siswa Kelas X Akuntansi 3Di Smk Koperasi Yogyakarta Tahun Ajaran 2018/2019. Jurnal Pendidikan Akuntansi Indonesia, 17(2), 46–57. https://doi.org/10.21831/jpai.v17i2.28693
Wei, C., Hung, I., Lee, L., & Chen, N. (2011). A joyful classroom learning system with robot learning companion for children to learn mathematics multiplication. Turkish Online Journal of Educational Technology. https://files.eric.ed.gov/fulltext/EJ932221.pdf. Accessed 1 Sept 2023
Whimbey, A., & Lochhead, J. (1999). Problem solving and comprehension. Lawrence Erlbaum Associates.
Yilmaz, F. G. K., & Yilmaz, R. (2019). Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL. Computers & Education, 134, 1–14. https://doi.org/10.1016/j.compedu.2019.02.001
Yilmaz, R., & Yilmaz, F. G. K. (2023). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence, 4, 100147. https://doi.org/10.1016/j.caeai.2023.100147
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Lawrence Erlbaum Associates Publishers.
Zohny, H., McMillan, J., & King, M. R. (2023). Ethics of generative AI. Journal of Medical Ethics, 49, 79–80. https://doi.org/10.1136/jme-2023-108909
Funding
This research is partially supported by the National Science and Technology Council, Taiwan. under Grant No. 112–2410-H-224–011-.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Informed consent to participate
We have no conflict of interest to declare.
Conflicts of interest/competing interests
All participants gave full informed consent to participate.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Hu, YH. Improving ethical dilemma learning: Featuring thinking aloud pair problem solving (TAPPS) and AI-assisted virtual learning companion. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12754-4
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s10639-024-12754-4