Chatbots roller i arbeid med en fagtekst
DOI:
https://doi.org/10.7146/lom.v17i31.150207Keywords:
chatbot, fagartikkel, aktør-nettverkteoriAbstract
The research question in this study is: How did master's students experience the interaction with chatbots when working to understand an academic article?
We observed that students used the chatbot in diverse ways, leading to different forms of knowledge access. To analyze how chatbots influence students’ knowledge production, we apply Actor-Network Theory (ANT) (Latour, 2005). By examining the interplay between students, the assignment, the chatbot, and the academic article, we can understand how these elements act as network participants. ANT offers a framework for seeing how technology, in the form of chatbots, shapes learning processes and knowledge formation.
The empirical material consists of reflection notes from students in a part-time master's program for teachers, where they describe their experiences using chatbots to engage with academic articles. The analysis of the actors and their roles highlights how students interacted with the chatbots to deepen their understanding of the subject matter. The study uncovers different approaches to chatbot use and the types of collaboration these interactions enabled, mapping relationships and interactions within the network.
The reflection notes were analyzed through the lens of ANT, focusing on the social networks that emerged. The study shows that the chatbot’s role significantly influenced network dynamics, and that agency arose through interactions among actors rather than being an inherent property of the chatbot itself. The findings illustrate how the interplay between students, technology, and academic content impacts learning processes, offering insights that can help inform the adaptation of teaching methods.
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