BXU Logo

Buxoro Xalqaro
Universiteti

10-tom, 1-son, b. 378–383, Nashr: 2026-10-12

IMPROVING THE METHODOLOGY OF USING EDUCATIONAL CHATBOTS IN THE LEARNING PROCESS

TA’LIM JARAYONIDA O‘QUV CHATBOTLARIDAN FOYDALANISH METODIKASINI TAKOMILLASHTIRISH

СОВЕРШЕНСТВОВАНИЕ МЕТОДИКИ ИСПОЛЬЗОВАНИЯ ОБРАЗОВАТЕЛЬНЫХ ЧАТ-БОТОВ В УЧЕБНОМ ПРОЦЕССЕ

To'liq matn (PDF)

Annotatsiya

Students of higher education institutions increasingly use generative chatbots spontaneously, without methodological support from the teacher, which often reduces their independent cognitive activity and leads to the uncritical copying of ready-made answers. To develop and substantiate an improved methodology for using educational chatbots in the learning process of higher education. Theoretical analysis and generalization of scientific and methodological literature, systematic reviews and meta-analyses, pedagogical modeling, the systems-structural approach, and generalization of the author’s own teaching experience. A structural model of the methodology consisting of target, content, procedural, and diagnostic components is proposed. The procedural component is implemented as a three-stage cycle of chatbot use (before class, in class, and after class). A five-step algorithm for the teacher’s preparation of a chatbot is described, five types of learning tasks that preserve the learner’s intellectual activity are systematized, and criteria and indicators of effectiveness are developed. A chatbot becomes a tool for developing thinking rather than replacing it when its use is subordinated to the planned learning outcomes of the course, limited by an instruction written by the teacher, and combined with tasks in which the final intellectual product is created by the student.

Annotatsiya

Oliy ta’lim muassasalari talabalari generativ chat-botlardan o‘qituvchining metodik yo‘l-yo‘riqisiz, stixiyali ravishda foydalanmoqda. Bu ko‘pincha mustaqil bilish faolligining pasayishiga va tayyor javoblarning tanqidsiz ko‘chirilishiga olib kelmoqda.Oliy ta’lim o‘quv jarayonida ta’limiy chat-botlardan foydalanishning takomillashtirilgan metodikasini ishlab chiqish va asoslash.Ilmiy-metodik adabiyotlar, tizimli sharhlar va meta-tahlillarni nazariy tahlil qilish va umumlashtirish, pedagogik modellashtirish, tizimli-strukturaviy yondashuv, muallifning shaxsiy pedagogik tajribasini umumlashtirish.Maqsadli, mazmuniy, protsessual va diagnostik komponentlardan iborat metodikaning strukturaviy modeli taklif etildi. Protsessual komponent chat-botdan foydalanishning uch bosqichli sikli (darsdan oldin, darsda, darsdan keyin) sifatida amalga oshiriladi. O‘qituvchining chat-botni tayyorlashining besh bosqichli algoritmi tavsiflandi, ta’lim oluvchining intellektual faolligini saqlaydigan o‘quv topshiriqlarining besh turi tizimlashtirildi, metodika samaradorligini baholash mezonlari, ko‘rsatkichlari va darajalari ishlab chiqildi.Chat-bot fikrlashni almashtiruvchi emas, balki uni rivojlantiruvchi vositaga aylanishi uchun undan foydalanish kursning rejalashtirilgan natijalariga bo‘ysundirilishi, o‘qituvchi yozgan yo‘riqnoma bilan chegaralanishi va yakuniy intellektual mahsulotni talabaning o‘zi yaratadigan topshiriqlar bilan uyg‘unlashtirilishi lozim.

Аннотация

Студенты высших учебных заведений всё чаще используют генеративные чат-боты стихийно, без методического сопровождения преподавателя, что нередко снижает самостоятельную познавательную активность и приводит к некритичному копированию готовых ответов.Разработать и обосновать усовершенствованную методику использования образовательных чат-ботов в учебном процессе высшего учебного заведения.Теоретический анализ и обобщение научно-методической литературы, систематических обзоров и метаанализов, педагогическое моделирование, системно-структурный подход, обобщение собственного педагогического опыта автора.Предложена структурная модель методики, состоящая из целевого, содержательного, процессуального и диагностического компонентов. Процессуальный компонент реализуется в виде трёхэтапного цикла использования чат-бота (до занятия, на занятии, после занятия). Описан пятишаговый алгоритм подготовки чат-бота преподавателем, систематизированы пять типов учебных заданий, сохраняющих интеллектуальную активность обучающегося, разработаны критерии, показатели и уровни оценки эффективности методики.Чат-бот становится средством развития мышления, а не его замены, если его использование подчинено планируемым результатам курса, ограничено инструкцией преподавателя и сочетается с заданиями, в которых итоговый интеллектуальный продукт создаёт сам студент.

Kalit so'zlar: educational chatbot, teaching methodology, generative artificial intelligence, methodological model, Socratic dialogue, system prompt, independent work, feedback, criteria of effectiveness, higher education

Foydalanilgan adabiyotlar

  1. Decree of the President of the Republic of Uzbekistan “On the Development Strategy of New Uzbekistan for 2022–2026”. No. UP-60. – 28.01.2022. – URL: https://lex.uz/docs/5841063 (date of access: 09.10.2026).
  2. Kuhail M.A., Alturki N., Alramlawi S., Alhejori K. Interacting with educational chatbots: A systematic review // Education and Information Technologies. – 2023. – Vol. 28, № 1. – P. 973–1018. – URL: https://doi.org/10.1007/s10639-022-10747-1.
  3. Labadze L., Grigolia M., Machaidze L. Role of AI chatbots in education: systematic literature review // International Journal of Educational Technology in Higher Education. – 2023. – Vol. 20. – Article 56. – URL: https://doi.org/10.1186/s41239-023-00426-1.
  4. Kasneci E., Sessler K., Küchemann S. et al. ChatGPT for good? On opportunities and challenges of large language models for education // Learning and Individual Differences. – 2023. – Vol. 103. – Article 102274. – URL: https://doi.org/10.1016/j.lindif.2023.102274.
  5. UNESCO. Guidance for generative AI in education and research. – Paris : UNESCO, 2023. – 44 p. – URL: https://unesdoc.unesco.org/ark:/48223/pf0000386693 (date of access: 09.10.2026).
  6. Okonkwo C.W., Ade-Ibijola A. Chatbots applications in education: A systematic review // Computers and Education: Artificial Intelligence. – 2021. – Vol. 2. – Article 100033. – URL: https://doi.org/10.1016/j.caeai.2021.100033.
  7. Wu R., Yu Z. Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis // British Journal of Educational Technology. – 2024. – Vol. 55, № 1. – P. 10–33. – URL: https://doi.org/10.1111/bjet.13334.
  8. Kulik J.A., Fletcher J.D. Effectiveness of intelligent tutoring systems: A meta-analytic review // Review of Educational Research. – 2016. – Vol. 86, № 1. – P. 42–78. – URL: https://doi.org/10.3102/0034654315581420.
  9. Hattie J., Timperley H. The power of feedback // Review of Educational Research. – 2007. – Vol. 77, № 1. – P. 81–112. – URL: https://doi.org/10.3102/003465430298487.
  10. Zhuraev O.I. Stages of organizing practical classes based on VR technologies and interactive methods // Pedagogical Education. – 2025. – Vol. 6, № 4. – P. 129–133.
  11. Bloom B.S. The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring // Educational Researcher. – 1984. – Vol. 13, № 6. – P. 4–16. – URL: https://doi.org/10.3102/0013189X013006004.