Browsing by Author "Momonov G."

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    ARTIFICIALLY INTELLIGENT CHATBOTS FOR HIGER EDUCATION: A REVIEW OF EMPIRICAL LITERATURE
    (СДУ хабаршысы - 2021, 2021) Momonov G. ; Mirtskhulava L.
    Abstract. This paper reviews empirical literature on artificially intelligent chatbots for higher education published in 2000-2021 in peerreviewed journals. The review shows that chatbots are mainly used for teaching assistance and for non-academic support purposes. The published studies unanimously report positive effects of chatbots on the outcomes of interest. The review suggests that chatbots have a considerable potential to be used more widely in higher education. Further, the research on chatbots in higher education is ripe for more research.
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    ARTIFICIALLY INTELLIGENT CONVERSATIONAL CHATBOTS: MAIN TYPES, PROGRAMMING ISSUES, AND POSSIBLE SOLUTIONS
    (2021 International Young Scholars' Conference, 2021) Momonov G.
    Abstract In recent years, artificially intelligent (AI) conversational chatbots have become widely used and proved to be a practical and effective support tool in many areas. Advances in machine learning and neural networks have made such proliferation of AI chatbots possible, yet there are still many programming issues and challenges in developing chatbots for various specific domains of human activity. This paper reviews types of artificially intelligent conversational chatbots and programming issues associated with each type. The following main types of chatbots are discussed: 1) script-based chatbots, 2) database-based chatbots, and 3) natural language processing-based chatbots. Key programming challenges in creating chatbots and existing solutions are reviewed.
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    Machine learning based chatbot for higher education success
    (2022) Momonov G.
    In this dissertation, a machine learning based chatbot is evaluated for its effectiveness in supporting undergraduate Computer Science students. Using Rasa open-source framework and behavioral science theories, a chatbot was created to support undergraduate students taking the Computer Networks 1 course at the School of Computer Science in a private selective university in Kazakhstan. A randomized experiment with 103 undergraduates majoring in Computer Science showed that the chatbot intervention had no effect on students’ performance during the semester and in the final exam. Neither did the chatbot affect student attendance. At the same time, the chatbot increased course satisfaction by about 3 points. The results suggest that the chatbot intervention does improve stude