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논문 기본 정보
- 자료유형
- 학술대회자료
- 저자정보
- 발행연도
- 2025.2
- 수록면
- 560 - 568 (9page)
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초록· 키워드
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Academic stress profoundly impacts students' well-being and academic performance, highlighting the need for effective tools that foster self-reflection to enable meaningful academic stress assessment. This study explores the effectiveness of incorporating self-disclosure in chatbots to encourage students’ self-reflection on their academic stress. Two chatbots were developed: non-self-disclosure chatbot (NSD) and self- disclosure chatbot (SD). An experiment was conducted with 20 university students who interacted with their assigned chatbot. Analysis of the interview responses revealed that the SD chatbot fostered deeper self-reflection, aiding in clear identification of stress factors and planning for future actions. In contrast, the NSD chatbot failed to sufficiently elicit self-reflection due to the superficial conversations. Additionally, students expressed expectations for educational uses of self-disclosure chatbots and concerns about privacy and data security. Based on these findings, we propose design recommendations for developing chatbots that support meaningful academic stress assessments by fostering self- reflection.
목차
Abstract
1. Introduction
2. Related work
3. Materials and methods
4. Results
5. Discussion and conclusion
Reference
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