This study investigates the use of Artificial Intelligence (AI)-powered,
multi-role chatbots as a means to enhance learning experiences and foster
engagement in computer science education. Leveraging a design-based research
approach, we develop, implement, and evaluate a novel learning environment
enriched with four distinct chatbot roles: Instructor Bot, Peer Bot, Career
Advising Bot, and Emotional Supporter Bot. These roles, designed around the
tenets of Self-Determination Theory, cater to the three innate psychological
needs of learners - competence, autonomy, and relatedness. Additionally, the
system embraces an inquiry-based learning paradigm, encouraging students to ask
questions, seek solutions, and explore their curiosities.
We test this system in a higher education context over a period of one month
with 200 participating students, comparing outcomes with conditions involving a
human tutor and a single chatbot. Our research utilizes a mixed-methods
approach, encompassing quantitative measures such as chat log sequence
analysis, and qualitative methods including surveys and focus group interviews.
By integrating cutting-edge Natural Language Processing techniques such as
topic modelling and sentiment analysis, we offer an in-depth understanding of
the system's impact on learner engagement, motivation, and inquiry-based
learning.
This study, through its rigorous design and innovative approach, provides
significant insights into the potential of AI-empowered, multi-role chatbots in
reshaping the landscape of computer science education and fostering an
engaging, supportive, and motivating learning environment.

该研究通过设计并评价了一种 AI 驱动的多任务聊天机器人，在计算机科学教育中提升学习体验、促进学生参与。研究采用设计研究方法，开发了一个新型学习环境，其中包括指导机器人、同伴机器人、职业规划机器人和情感支持机器人四个不同的聊天机器人角色，通过满足学生的能力、自主和关联性等三个内在心理需求，以探究为基础的学习模式鼓励学生提问、寻求解决方案和探索好奇心。研究通过在一个月内与 200 名参与学生进行高等教育环境测试，将结果与人类导师和单一聊天机器人条件进行对比。研究运用混合研究方法，包括聊天记录序列分析、调查和焦点小组访谈等定量和定性手段。通过整合先进的自然语言处理技术，如主题建模和情感分析，提供了对该系统对学习者参与度、动机和探究型学习的深入理解。该研究通过其严格的设计和创新的方法，为 AI 驱动的多任务聊天机器人在重塑计算机科学教育以及创建引人入胜、支持性和激励性学习环境的潜力提供了重要见解。