Chatbot: An Education Support System

for Student

Fabio Clarizia1(&), Francesco Colace1(&), Marco Lombardi1(&),

Francesco Pascale1(&), and Domenico Santaniello2(&)
1
DIIn, University of Salerno, 84084 Fisciano, SA, Italy
{fclarizia,fcolace,malombardi,fpascale}@unisa.it
2
DICIV, University of Salerno, 84084 Fisciano, SA, Italy
dsantaniello@unisa.it

Abstract. In the last few years there has been a fast growing up of the use of
Chatbots in various fields, such as Health Care, Marketing, Educational, Sup-
porting Systems, Cultural Heritage, Entertainment and many others. This paper
presents the realization of a prototype of a Chatbot in educational domain: the
purpose has focused on the design of the specific architecture, model to manage
communication and furnish the right answers to the student. For this aim, it has
been realized a system that can detect the questions and thanks to the use of
natural language processing techniques and the ontologies of domain, gives the
answers to student. Finally, after the implementation of the designed model,
experimental campaign was conducted in order to demonstrate its utility.

Keywords: Chatbot
E-learning
Educational support systems

1 Introduction

A Chatbot (or Chatterbot) is a software (machine) that talks with a user (human): it is a
virtual assistant able to answer a number of user questions, providing the correct
responses. Major companies have developed several Chatbots both for industrial
solutions and for research: some of the most famous are Apple Siri, Microsoft Cortana,
Facebook M and IBM Watson. These are just some of the most popular systems. There
is a wide range of a less famous Chatbots that have a greater relevance for research and
for their applications, some of which will be discussed in the next chapter [15].
One of the most challenging research tasks is the development of effective Chat-
bots: the emulation of human dialogues, in fact, is a really difficult task and involves
problems related to the NLP (Natural Language Processing) research field [1]. Thanks
to the use of NLP algorithms and techniques it is possible to understand what the user is
writing, and which are his requests. Generally, this task represents the core of system
but there are some problems: it is not possible to map all user requests, and the current
Chatbots do not show remarkable performances because of the unpredictability of user
thought during a conversation [2]. The correct design of conversational flow plays an
important role in the development of a Chatbot. In fact, for a successful conversation, it
is important to handle with all user requests and provide the right answers. In the
literature we find several examples and researches works on the management of

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A. Castiglione et al. (Eds.): CSS 2018, LNCS 11161, pp. 291–302, 2018.
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conversational workflow. Most of this works use ontologies, based on the knowledge
base of the domain, that can be used to interpret the intentions of the user and solve the
problem of interpretation of sentences written by the user [3].
As previously said, one Chabot field of application is Educational. Recently there
has been an increase of Chatbots for e-learning platforms to support student learning
[14]. Chatbot technology can be considered an important innovation for e-learning: in
fat they are turned out to be the most innovative solution in filling the gap between
technology and education. The implication of Chatbots creates an interactive learning
experience for the students, like the one-to-one interaction with the teacher. From testing
the student’s behavior and in order to keep track of their improvements, bots play an
essential role in enhancing the skills of an individual student. Moreover, they can also
serve a major role in encouraging a student to work by sending regular reminders and
notifications. There are several other cases of use of Chatbots for e-learning, for example
is possible to provide a system for a personalized learning experience: each student earns
and absorbs things at a different pace. Using Chatbots is possible to adapt the speed at
which a student can learn without being too pushy [19]. Chatbot can also be used as a
source of social learning, in fact students from different backgrounds can share their
views and perspectives on a specific matter while the bot can still adapt to each one of
them individually [16]. This technology can improve engagement among students and
encourage interaction with the rest of the class by assigning group works and projects
like teachers usually do. Chatbots can help teachers in their work routine, answering to
student’s questions or even checking their homework [18]. Often, they are used as
online assessments: if in a class there are many students, give attention to each one of
them becomes very demanding for teachers, while Chatbots can work with multiple
students and groups at the same time [22]. They can also work as a support for teachers
by identifying spelling and grammatical mistakes, checking homework, assigning
projects and especially keeping track of progress and achievements of each student.
This paper presents the realization of a Chatbot prototype for supporting students
during their learning activities. Chatbot aims to be an e-Tutor for students. The aim of
this paper is the introduction of a framework for:
• The automatic identification of the students’ needs thanks to the adoption of Natural
Language Processing Techniques
• The selection of the best answer thanks to the use of the ontological representation
of knowledge domain.
An experimental campaign has been developed for the evaluation of the perfor-
mance of the system. In the next section, the related works are presented [17].

2 Related Works

In literature, there are many approaches related to Chatbots, in particular on e-learning

systems [24–26]. From the beginning of the last decade the use of artificial intelligence
as e-learning support has captured the interest of many researchers for its many appli-
cations. One of these research works is [4], in which Farhan M. et al. using a web bot in
an e-learning platform, to address the lack of real-time responses for the students. In fact,
 Chatbot: An Education Support System for Student 293

when a student asks a question on e-learning platform the teacher could answer at a later
stage. If there are more students and more questions, this delay increases. Web bot is a
web-based Chatbot that predicts future events based on keywords entered on the
Internet. In this work Pandora is used, a bot that stores the questions and answers it on
XML style language i.e. Artificial Intelligence Markup Language (AIML). This bot is
trained with a series of questions and answers: when it cannot provide a response to a
question, a human user is responsible for responding. In the last recent years some
interesting research works can be found. In [5] Niranjan et al. discussed about an
interesting approach using Bayesian theory to match the request of student and furnish
the right response. In particular, Chatbot agent accepts to student’s answers and extracts
the keywords from the question using a lexical parser, then the keywords are compared
with the category list database. The Bayesian probabilities are obtained for all categories
in the list. Once the category is selected keywords are compared with the questions
under the category using Bayesian probability theory. The answer to the question, which
has the highest posterior probability, is then fed into the text to speech conversion
module and thus the student receives the answer to his question as a voice response. In
[6] Satu et al. many Chatbot applications based on AIML are analyzed: in particular an
integrated platform which consists of a basic AIML knowledge is presented. In this
project, Chatbot is called Tutorbot because it is functionality backing of didactics done
in e-learning environments. It contains some features as natural language management,
presentation of contents, and interaction with search engine. Besides, e-learning plat-
forms work is linked to indispensable services to web service. A continuous monitoring
service has been created on e-learning platform servers which is another controlling
machine: Daemon. In [7] Nordhaug et al. proposed a game-based e-Learning tool called
The Forensic Challenger (TFC), used to teach digital forensic investigation. A Chatbot
inside the learning platform helps students. A multiple-choice question-based quiz is
implemented for kinesthetic learners, and there is a pedagogical Chatbot agent that
assists users. It provides easy navigation and interaction within the content. The Chatbot
is implemented to be a pedagogical agent for the users, which is meant for discussions
and help with the topics. It also acts as a navigation tool and can play video or use the
advanced wiki if there are somethings to ask. In [8] Nenkov et al. have investigated
about the realization of intelligent agents on platform IBM Bluemix with IBM Watson
technology. These agents in the form of Chatbots have to automate the interaction
between the student and the teacher within the frames of Moodle learning management
system. Watson is a cognitive system that combines capabilities in Natural Language
Processing, analytics, and machine learning techniques. In this case, a Chatbot through
the Facebook Messenger is realized to simplify communication between a teacher and a
student: it could be arranged by acquiring Moodle test basis by Facebook Messenger
Bot GUI Builder. A motivating example will be illustrated in the next session.

3 Motivating Example

A bot (short for “robot”) is an automated program that runs over the Internet. Some
bots run automatically, while others only execute commands when they receive specific
input [21]. There are many different types of bots, but some common examples include
294 F. Clarizia et al.

web crawlers, chat room bots, and malicious bots. Chatbots were one of the first types
of automated programs to be called “bots” and became popular in the 1990s, with the
rise of online chatrooms [20]. These bots look for certain text patterns submitted by
chat room participants and respond with automated actions. For example, a chat bot
might warn a user if his or language is inappropriate. If the user does not heed the
warning, the bot might kick the user from the channel and may even block the user
from returning. A more advanced type of chat bot, called a “chatterbot” can respond to
messages in plain English (or other languages), appearing to be an actual person. Both
types of chat bots are used for chatroom moderation, which eliminates the need for an
individual to monitor individual chatrooms.
The introduction of bots in schools as a tool to support traditional didactic activities
can renew the way school works from the point of view of learning; it can help to
modernize a blocked school in fixed schemes to keep up the pace of a third millennium
society [23].
The main feature of this work is the use of bots in teaching field, particularly in e-
learning: this expression means a form of independent training from space and time of
distribution and characterized by the physical separation between teacher and student.
This is very important if we consider the difficulties that can be encountered by
working students and by those ones who live far from centers that provide training or
who can’t access them (disabled, hospitalized …). It is equally relevant with a view to
continuing education, that is, a training that accompanies the individual throughout life
and is not limited to the first years of existence.
A teaching-oriented platform, however, is really useful when it allows the student
to take an active role in building his/her knowledge through dialogue, exchange and
deepening tools (forums, chat, site links etc.).
Three privileged didactic uses for the e-learning bot can be highlighted:
• Lectures
• Recovery actions.
• Ways of deepening.
Differing significantly from textbooks, dealing with a subject that is not contem-
plated or treated differently from what is desired, the bot for e-learning can be a useful
broadcast tool because, compared to the simple oral lesson, allows to offer students a
text that can be consulted.
This type of work implies a considerable commitment on the part of the teacher,
who evidently has to prepare the text of the lesson in writing, or at least a map or
summary of the irreplaceable content that will then expand in a voice but has the great
benefit of saving the contents and make them usable (and editable or implementable)
every time that he/she later wants to develop the same topic.
Organizing the material on the platform implies, therefore, by the teacher or in
general by a system administrator, significant preliminary work. However, the platform
can be considered as a permanent work in progress because it is continuously imple-
mented over time.
By dividing the tasks among teachers, in relation to the activities to be set up, it is
possible to have, in a short time, standardized and reusable packages from year to year.
 Chatbot: An Education Support System for Student 295

When discussing a topic, it may be necessary to evaluate, in terms of formative

verification, the level of understanding or assimilation of a content.
For the provision of verifications, the platform can offer different modes, including
multiple response, true/false and short response. Finally, when the score for each item
is set, the system automatically corrects and calculates the score.

4 System Architecture

As previously said, an e-learning Chatbot has been made: its architecture is shown in
Fig. 1.
The architecture of our model is composed of:
• Front-End
• Back-Office
• Knowledge Base Module
• E-learning BOT Module.
The first module represents the presentation layer (front end) through providing a
user-friendly interface: it consists of different kinds of device like tablets, smartphones,
PCs and so on.
The Back-Office is used to manage operations that are not seen by end user. This
module works in the background to better satisfy user demand: it handles business
logic and data storage, working in collaboration with the knowledge base.
The Knowledge Base Module is a special type of database, where data is processed
by a server, for the management of knowledge and information: in particular, “Users”,
representing all users of the application (Students, Professors, etc.); “Learning object”
is a collection of content items, practice items, and assessment items that are combined
based on a single learning objective.
The E-learning BOT Module is the main engine of the proposed system. It’s
composed of:
• Interaction Quality Tracker: this module monitors interactions between users and
Chatbot, evaluating conversation logs based on quality indicators and highlighting
critical aspects of Human-machine interactions.
• Human-Computer Interaction Supervisor: it supervises dialogue, tracks inter-
action times, identifies ambiguous questions, recognizes non-convergent interaction
sessions, and indicates the need for community support if it is not possible to give a
correct answer.
• Context-Aware Information Manager: this module allows to drive the dialogue
based on contextual parameters (for example, user profile, user position, etc.). The
goal is to provide a mechanism of dynamic and automatic invocation of information
considering the context through the Context Dimension Tree [9, 10, 27, 28].
• Inference Engine: it is designed to provide right answer to the user through Latent
Dirichlet Allocation Algorithm and Workflow Manager. In particular, the design of
a Workflow Manager is divided into two main phases. The first phase is the defi-
nition of an ontology for the description of a certain knowledge domain: in this
296 F. Clarizia et al.

case, E-learning domain. It’s obtained thanks to the support of domain experts and
the adoption of pre-existing ontologies. The second phase is related to the definition
of a workflow navigation module. In this way, according to the conversation
(through word analysis), this module can surf the ontology and select the more
appropriate sentences. So, a way for the description of the workflow is needed: an
effective way is the Petri Net [11].

Fig. 1. System architecture

As previously said, a surfer to navigate the ontology is needed. Therefore, an

approach based on the Petri Nets could be effective. In particular, the aim is to describe
a typical workflow by the adoption of a Petri Net. Each phase of the conversation is
modelled as a node of a Petri Net while the transaction is obtained thanks to some
structures that are identified in the sentences. The aim is the identification of the right
intent/request of the end user.
Therefore, in this scenario, the first aim has been to build an ontology, shown in
Fig. 2, to describe the reference taxonomy.
The ontology model is composed of:
• Topic of Study: it represents a field of study for a set of subjects (for example
Computer Science);
• User is a Student or a Professor;
• Course is an instance of specific Topic of Study (for example, Fundamentals of
Computer Science or Computer Networks);
• Lesson is a didactic module of Course;
• Learning Object is a modular resource, usually digital and web-based, that can be
used and re-used to support learning activities.
 Chatbot: An Education Support System for Student 297

Fig. 2. Ontology

We propose a framework by applying the ontology technology to the e-learning

environment, e-learning systems can be more intelligent, powerful, and adaptive; it is
shown as in Fig. 3.

Fig. 3. Framework
298 F. Clarizia et al.

The main purpose of using ontological representation is to gain the ability of

inferring a user’s intention, even though the user may not know what he/she wants
exactly.
In our model, the followings are the key works to reach the goal:
• Build an e-learning ontology. The ontology, described above, is capable of
addressing the relationship and evaluating the semantic distance between learning
objects, and of inferring a user’s intention and disambiguating the query.
• Manage queries. The aim is inferring module for constructing user intention. There
are two operations: keyword extraction and infer user intention. The main idea of
this research is to provide semantic inference engine that connects the user query
and learning object metadata, and provides semantic inference capability. The
solution employs the Latent Dirichlet Allocation (LDA) algorithm [12, 13], which is
based on some standard operation in most natural language processing technolo-
gies: process the user query, remove stopwords and stemming, extract keywords.
• Map learning object metadata (LOM) instances into ontology. A LOM
description will be distributed into the ontology as the instances of concepts.
Indexing the LOM description into the ontology is the key step for instantiating the
relations between learning objects.

Fig. 4. Screenshot of proposed system

 Chatbot: An Education Support System for Student 299

Moreover, as can be seen from the Fig. 3, in our framework there are a back-end
and a front-end. The back-end is learning objects provider. Each learning object
metadata will be pointed to one or some ontology concepts. The front-end receives
queries from user and then enters the inference procedure to infer users’ intention. In
Fig. 4 there is an example of this system.
We can consider the example of the proposed solution in the field of e-learning: a
student of the University courses of Fundamental of Computer Science accesses our
system in order to ask for an in-depth study on a specific topic such as CPU. The bot
receives the request, elaborates it and answers to the student by sending he/she the
attached material or through textual insights on the subject. The example just described
can be seen in Fig. 4.

5 Experimental Results

To evaluate the performances of the proposed system an experimental campaign has

been developed. In particular, the aim of the experimentation has been the evaluation of
the system effectiveness in the recognition of students’ requests. Moreover, the
usability of the system has been evaluated. An implementation of the Chatbot has been
developed and inserted in e-learning platform at University of Salerno. Two study
courses were considered: Fundamentals of Computer Science and Computer Networks.
The first class was composed by 167 students and the second one by 124 students.
During the semester, all students used the platform and the Chatbot: the experimental
analysis has been conducted about only the students who passed the exams at the first
call, which were 121 for Fundamentals of Computer Science and 87 for Computer
Networks. At the end of the session, an email with a questioner has been sent to the
students who passed the exam, and in three months about 187 of them responded: the
experimental analysis has been conducted on these ones. First of all, the performance of
the Chatbot in providing the correct suggestions to the user has been evaluated. In
particular, three different situations have been considered:
• Chatbot furnishes a correct suggestion
• Chatbot furnishes a correct suggestion, but it does not fit with the real needs of the
student
• Chatbot furnishes a wrong suggestion.
The obtained results are the following:
1. Correct Suggestion: 133–71,13%
2. Correct Suggestion, but not suitable for the needs of the student: 30–16,04%
3. Wrong Suggestion: 24–12,83%
Analyzing the Wrong Suggestion case, it’s possible to see that the system fails
when students talk about an argument that have various meanings because the bot
proposes a response that was not what the student was looking for. Another critical
aspect occurs when the system does not understand what kind of language the student
is considering: it happens, for example, when it’s not clear if the student is considering
a C or a C++ language programming. In case of Correct Suggestion, but not suitable
300 F. Clarizia et al.

for the needs of the student, the main problem is the identification of the real user
needs, for example when the student ask a question about an argument on a specific
book, but the system fails to identify the correct one. From the point of view of the
usability a questionnaire about his/her interaction with the Chatbot has been submitted
to each student: generally, they find the Chatbot easy to use and user friendly. Com-
paring it with other Chatbots (for example Messenger Chatbot or similar) students says
that it is more simple and effective.

6 Conclusions

In this paper, an original approach to a Chatbot has been introduced. In particular, the
proposed system is based e-learning platform for students. A real case has been
investigated developing a Chatbot for the students of Fundamentals of Computer
Science and Computer Networks courses. The results obtained by the experimental
campaign are satisfying and show the good perspective of this kind of approach [29].
Further developments involve the application of the proposed approach in various
contexts and an improvement of e-learning platform.

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