Chatbot para el aprendizaje de Lengua y Literatura en los estudiantes de 4to año de educación general básica paralelo “D” en la Escuela de Educación Básica “Gral. Manuel Serrano Renda”

Abstract

This thesis addresses the growing relevance of technological tools in the educational field, focusing on the transformative impact of artificial intelligence (AI)-based chatbots. This study, titled "CHATBOT FOR THE LEARNING OF LANGUAGE AND LITERATURE IN 4TH-YEAR GENERAL BASIC EDUCATION STUDENTS, PARALLEL 'D', AT THE 'GRAL MANUEL SERRANO RENDA' BASIC EDUCATION SCHOOL". The main objective of this work was to develop a chatbot and subsequently evaluate its influence on the learning of Language and Literature among fourth-year General Basic Education (EGB) students at the “General Manuel Serrano Renda” School in the El Guabo canton. The problem addressed arises from traditional teaching methods in Language and Literature, which often lead to student demotivation, lack of participation, and a scarcity of innovative tools, ultimately impeding the development of essential competencies. To address this issue, the research employed a mixed methodological approach, incorporating quantitative and qualitative methods, and maintaining a descriptive level. The study primarily utilized a documentary method, complemented by an inductive approach during the chatbot's design phase. The development of the prototype, named "AmigoBot2025," followed the ADDIE methodology. This AI-based chatbot, built on the Poe platform and connected to the Claude-3-Haiku API, was conceived as a virtual assistant capable of offering personalized tutoring, adapting to individual learning paces, fostering student interest through interactive activities, and providing clear and effective feedback. The study population consisted of 35 students from parallel "D" and one teacher from the aforementioned school. The implementation of "AmigoBot2025" yielded significant positive results. A notable increase in student motivation, creativity, and active participation in Language and Literature activities, particularly in reading and writing, was observed. Perceptible improvements were recorded in reading comprehension, vocabulary, and writing skills. The chatbot effectively demonstrated its ability to adapt to the unique needs of each student, thereby cultivating curiosity and confidence that encouraged autonomous practice.