Enhancing Chatbot Literacy through Inquiry-Based Learning with an AI Conversational Agent

Abstract

In today's digital age, Artificial Intelligence (AI) has become a key technology in education, particularly chatbots, which can create personalized and interactive learning experiences. However, many students still lack understanding of how to use these technologies critically and ethically. The current research aimed to develop and apply an Inquiry-Based Learning (IBL) model integrated with ChatGPT to promote chatbot literacy and enhance students’ digital media skills. The study assessed four core competencies, including evaluation, questioning, decision-making, and ethical use of technology through a one-group pretest–posttest design. The participants were 26 upper secondary school students enrolled in two courses, Computer Applications for Communication Arts and Introduction to Film Editing, at a secondary school in Thailand. The instructional design was grounded in the researcher’s REDE+4W Chatbot Literacy Model, which focuses on four dimensions of chatbot literacy: formulating questions (What to Ask), applying tools appropriately (What to Use), evaluating information accuracy (What is True), and utilizing technology ethically (What is Right). The results revealed that the REDE+4W Chatbot Literacy Model significantly enhanced students’ chatbot literacy and digital proficiency. A paired-sample t-test showed a statistically significant difference between pretest and posttest scores. Students demonstrated improved analytical questioning, information evaluation, and decision-making skills, as well as a high awareness of ethical AI use. They also became more proficient in applying digital tools such as WordPress and Adobe Premiere in real-world creative media projects. These findings suggest that combining inquiry-based learning processes with AI conversational agents can effectively foster critical thinking, digital competence, and ethical responsibility.

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