Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak English. Furthermore, spoken language and reading differ in many ways. For instance, when seeing text containing new words, learners can stop and look up words in a dictionary. Additionally, a passage can be read multiple times by learners to understand it. Conversely, spoken language must be understood immediately in order to communicate effectively. The purpose of this study is to propose an interactive chatbot system named TPBOT which stands for “TOEIC Practice Chatbot” for EFL learners to eliminate their fear of speaking English and enable them to chat with online chatbots to practice spoken English at any time. This TPBOT would be very helpful to eliminate learners’ anxiety about speaking a foreign language with foreigners. Participants in this study are Taiwanese students whose oral scores on the TOEIC® test are below 100. They hope to improve their oral English ability after participating in the four-month experiment. The results have shown that students are satisfied with using this TPBOT and believe that it has indeed helped them improve their English speaking skills. Obviously, the TPBOT was very effective for the intended purpose. For educators, the TPBOT is very useful to build learning content in the TPBOT, provide learners with interactive exercises and improve learning effects.

Objective: This study intended to examine whether the utilization of ChatGPT and Termbot enhances students’ understanding of medical terminology. Method: ChatGPT, developed by OpenAI, is an AI chatbot designed to generate human-like text responses. Termbot is a chatbot-based learning model focused on improving the acquisition of medical terminology through gamified learning methods. A total of 60 participants participated in this exploratory study, with 40 nursing students assigned to the experimental group and 20 nursing students assigned to the control group. In the experimental group, participants were further divided into two groups of 20, one of which was trained with ChatGPT and the other with Termbot. The participants in the experimental group engaged with the assigned tools for a minimum of 2 hours per week following classroom instruction. The control group used a traditional textbook as their primary learning resource. The study lasted 2 months, after which participants’ learning outcomes were evaluated using an online medical terminology exam post-test. Results: The study found that participants in the experimental group had significantly improved learning outcomes compared to participants in the control group. The results showed a substantial increase in post-test scores for both ChatGPT and Termbot groups, indicating that using these tools as learning assistants can assist students in the learning process. Conclusion: The study has important implications for educators and educational institutions, as it provides evidence for the potential benefits of using ChatGPT and Termbot as tools to improve students’ learning outcomes. The findings intensifyt the importance of embracing new technologies in education and using them to supplement traditional teaching methods.

Medical terminology can be challenging for healthcare students due to its unfamiliar and lengthy terms. Traditional methods such as flashcards and memorization can be ineffective and require significant effort. To address this, an online chatbot-based learning model called Termbot was designed to provide an engaging and convenient method for enhancing medical terminology learning. Termbot, accessible through the LINE platform, offers crossword puzzles that turn boring medical terms into a fun learning experience. An experimental study was conducted, which showed that students who trained with Termbot made significant progress in learning medical terms, demonstrating the potential of chatbots to improve learning outcomes. Termbot’s gamified approach to learning can also be applied to other fields, making it a useful tool for students to learn medical terminology conveniently and enjoyably.

In today’s society, many families do not have children due to various reasons. The reasons include the pressure brought by childcare, and that double-income families do not have time to raise children, especially novice parents who will retreat. For this reason, we made a chatbot to solve problems. Through the questionnaires collected by our study, we found that most novice parents use INFANBOT when their children cry, thus, we used a baby’s cry as an example here. When parents face a baby’s cry, they can tap the button “burst into tears!”. The chatbot will immediately tell parents how to solve the problem. The authors designed a chatbot system named INFANBOT that combined the concepts of infancy health education to alleviate parents’ troubles at work and parenting. It also reduced the anxiety of caregivers during the parenting process and gave them correct parenting knowledge. The INFANBOT is a real-time system that can provide real-time services to novice parents. Additionally, when the user is using INFANBOT, the system will record the problems encountered and invite the user to fill in a questionnaire at an appropriate time to improve the system. After a preliminary study, we found that INFANBOT can solve most of the problems encountered by users. Statistically, all respondents gave above 4.5 points in the Likert-type five-point scale. Therefore, most respondents felt that INFANBOT could solve their problems effectively and quickly. The INFANBOT system developed by this study is designed to meet the needs of users. The system design of INFANBOT established in this study met the needs of its users and can help users improve their parenting troubles. This study also has positive effects and contributions to society: 1. After using INFANBOT, users can effectively improve their knowledge of children’s health education. 2. After using INFANBOT, users feel recognition of the professionalism of the health care knowledge provided by the robot, which can effectively improve the user’s parenting problems. 3. Most of the users are satisfied with the positive results after using INFANBOT, so novice parents and parents who feel anxious about parenting can quickly search for common parenting problems on the LINE community software.

Objective: Wordbot, a chatbot designed for gamified education, transforms the process of memorizing complex medical terminology into an engaging and enjoyable activity for medical students. Taking inspiration from the “guessing words” game, Wordbot aims to improve medical students' learning outcomes by making the vocabulary memorization process more memorable. Materials and Methods: Wordbot, which can be implemented on the LINE platform, was created for this research, specifically to improve medical terminology learning. Wordbot incorporated mobile devices and personal computer-compatible flashcard games with features such as user ranking and personalization to enhance motivation and optimize learning outcomes. In the experimental research setting, half of a total of 48 nursing students were randomly assigned to use Wordbot for 4 months, and the other half were assigned to a control group relying on self-study without the help of Wordbot. Both groups received pretest and post-test to assess their respective learning of medical terminology. In this study, a statistical t-test was used to analyze the results between the two groups. In addition, user usability testing was conducted to evaluate the usability of Wordbot and gather feedback on user experience. Results: The results of this study have demonstrated that Wordbot is effective in facilitating students learning of medical terminology. Students experienced a significant improvement in their knowledge of medical terminology. An average user usability test score of 83.25 indicated that users' satisfaction with Wordbot is high. Conclusion: Incorporating gamification and personalization elements in Wordbot can significantly improve the overall enjoyment of the learning process. By participating in diverse interactive activities, users can effectively enhance their proficiency in spelling, recognition, and speaking. Wordbot utilizes sophisticated algorithms to generate customized questions based on identified mistakes, which facilitate error identification and correction. The robust findings of this study overwhelmingly support Wordbot's role as a convenient and easily accessible tool for learning medical terminology. The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board of Chang Gung Medical Foundation (Protocol code: 202201586B0, date of approval: 8 November 2022). We obtained informed consent from all of our study participants regarding their willingness to participate in this study.

Objective: The medical terminology escape room game (MTEG) is a chatbot designed for gamified education that aims to transform memorizing complex medical terminology into an enjoyable experience for medical students. By combining elements of ARCS (Attention, Relevance, Confidence and Satisfaction) theory with escape room adventures, the MTEG aims to enhance medical students’ learning outcomes by making the vocabulary memorization process more immersive. Method: This study involved 48 first-year nursing students, divided into an experimental group ( n = 24) and a control group ( n = 24). The experimental group utilized the MTEG for self-study, while the control group relied on traditional learning methods. The study assessed learning outcomes through pre-tests and post-tests and used the ARCS Learning Motivation Questionnaire to assess learning motivation. Results: Results showed that the experimental group significantly improved learning motivation, with an average ARCS score increased from 3.82 to 4.33 on a 5-point scale. A medical terminology test result also revealed that the experimental group (mean score: 95.83, SD = 5.22) performed better than the control group (mean score: 91.22, SD = 6.21), with a larger effect size (Cohen’s d = 1.52). Conclusion: These findings highlight the potential of gamification techniques to enhance medical terminology acquisition and language learning experience. By incorporating gamification elements, MTEG greatly increased the enjoyment of the learning process, encouraged active participation and significantly improved motivation and performance.