Keyword: «chatbot»

This article discusses aspects for implementing the interaction of a cloud storage system for data received through a chatbot. The problems of the problem being solved are formulated, the analysis is carried out and the justification for the choice of tools for implementing the interaction of a cloud database and a chat bot is given. Telegram was chosen as the messenger for informing and collecting data; a chatbot was created in it using the BotFather service. For data storage, a cloud database was chosen – AirTable, which, although it is in the public domain, is safe for storing users' personal data in it. A multifunctional tool – Integromat – was chosen to integrate the Telegram bot with the AirTable OBD.

ChatGPT (Generative Pre-trained Transformer) is artificial intelligence that can answer any user's question in the manner of a constructed text. It is already widespread and popular with most students. ChatGPT is able to write dissertations, pass medical tests or even make court decisions. However, it is worth noting that the appearance of this chatbot shocked the academic and university world: there was a scandal in one of the Russian universities in February 2023 because of a graduate qualification work written by ChatGPT neural network. The relevance of this research is due to the fact that this chatbot simultaneously attracts and worries the world pedagogical community by raising some ethical questions. Can ChatGPT clarify complex concepts and structure ideas in addition to creating smart mentors and teaching assistants? Is there any risk to create unoriginal, inaccurate or misleading content, as well as decrease creativity and skills? Will this tool be able to support pedagogical practice and successful studies, or will it endanger the fundamental education? What are the ways to reduce the risks by using ChatGPT in education? The authors of this research answered these questions. The scientific merit of the work is to consider trends in the development of artificial intelligence technologies in education, as well as possible scenarios for the application and impact of ChatGPT. Today, there are no clear rules in educational institutions regarding the use of artificial intelligence for educational purposes. The academic novelty of the study is that the authors identified and described the negative and positive aspects of using ChatGPT in education, and also formulated certain conditions to use painlessly the text generator in training. The methodological basis of the study is the analysis of Russian and foreign scientific literature on the development of artificial intelligence, in general, and the use of ChatGPT, in particular, as well as the synthesis and generalization of the results obtained.

Education has rapidly begun to change its format with the introduction of artificial intelligence technologies into our lives. Traditional teaching methods are being modified to keep up with digital advances. Schoolchildren and students are already actively using artificial intelligence (hereinafter AI) and chat-GPT capabilities as a learning assistant. The purpose of this paper is to develop an experimental technology of implementing AI tools in the educational process of teaching a foreign language. The tasks of this study include a bibliographic review of available educational programmes based on artificial intelligence and trial testing of the developed technology. A review of scientific literature was conducted on articles devoted to the use of artificial intelligence in foreign language teaching, which resulted in the identification of promising methodological developments and weaknesses that negatively affect the teaching of a foreign language. Subsequent work included the development of a three-stage technology of using AI-based programmes in the formation of various aspects of foreign language speech in learners. The research base for the experimental work included 50 1st year medical students of the Peoples' Friendship University of Russia named after Patrice Lumumba. The training took place during the first academic semester from September to December 2023. Participants of the control group (25 students) studied a foreign language (English) according to the standard programme, the training of the experimental group with the same number of participants took place with the introduction of a step-by-step algorithm for the application of AI in the classroom and the use of AI programmes for independent work. The results of the conducted work consisted in the observation of an increase in the students' motivation to fulfil learning tasks, more active involvement in the learning process. Comparison of the final testing data showed a significant increase in the phonetic development of speech. The experimental group almost twice surpassed the control group in the correctness of pronunciation of lexical units (56% against 25%). The development of lexical skills and grammatical aspect of speech did not show big differences between the groups. Taking into account the stated results, we can conclude that the use of AI in the framework of students' language training programmes with a step-by-step technology of AI implementation has a great potential in the formation of various aspects of speech, especially its phonetic side.

This paper analyzes the functionality, usefulness and ease of use of a chatbot developed for students of the Faculty of Physics and Mathematics. The study includes a comprehensive testing method including functional testing, user experience analysis and student feedback. Testing results show that the chatbot successfully performs its functions, providing students with access to information about teachers and department achievements.

The modern world is unthinkable without Internet technologies, which are constantly developing. What seemed fantastic yesterday is becoming reality today. The number of chatbots in education, as well as in many other areas, is growing rapidly from year to year. This article shows how chatbots can be used in education.