Intelligence Virtual Tutors: Implementation of Educational Chatbots for Cognitive and Emotional Sup
DOI:
https://doi.org/10.5281/zenodo.19871089Keywords:
Virtual Tutoring, Artificial Intelligence, Educational Chatbots, Self-Regulated Learning, Socratic Maieutics, Educational Innovation.Abstract
support tools for Basic Education students. The problem underlying this study is the so-called "homework gap," where students face high levels of academic frustration outside of school hours due to the lack of teacher mediation or adequate parental scaffolding.
The general objective was to design and evaluate an interaction protocol based on Socratic maieutics so that Large Language Models (LLMs), such as ChatGPT, act as virtual tutors that guide learning without providing direct answers. Using an action-research methodology and a descriptive design, specific algorithmic guidelines (system prompts) were developed for mathematics and reading comprehension. The results demonstrate that interaction with a Socratic virtual tutor increases student autonomy, reduces anxiety about making mistakes by 60%, and fosters self-regulated learning. It is concluded that extending the learning environment through AI does not replace the teacher but expands their pedagogical influence, demanding the creation of rigorous ethical frameworks for minors' interaction with technology at home
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