@article {, title = {Bot or Not? Differences in Cognitive Load Between Human- and Chatbot-Led Post-Simulation Debriefings}, journal = {Education Sciences}, volume = {16}, year = {2026}, abstract = {

Understanding how different debriefing formats impact learner\’s cognitive load is crucial
for designing effective post-simulation reflection activities. This paper examines cognitive load after post-simulation debriefings facilitated either by a human instructor or a
generative AI Chatbot. In a controlled study with N = 45 educational science students,
23 participants engaged in a lecturer-facilitated debriefing, while 22 completed a chatbotguided session. Cognitive load was assessed across intrinsic, extraneous, and germane
dimensions. Results revealed no statistically significant differences between the two debriefing methods. Future research should examine AI-led debriefings with larger samples
and employ complementary measures of cognitive load to provide a more comprehensive understanding.

}, keywords = {Chatbots}, doi = {https://doi.org/10.3390/educsci16020255 }, author = {Dominik Evangelou and Miriam Mulders and Kristian H. Tr{\"a}g} } @conference {, title = {How should we teach chatbot interaction to students? A pilot study on perceived affordances and chatbot interaction patterns in an authentic K-12 setting}, booktitle = {Workshops der 22. Fachtagung Bildungstechnologien (DELFI)}, year = {2024}, publisher = {Gesellschaft f{\"u}r Informatik}, organization = {Gesellschaft f{\"u}r Informatik}, address = {Fulda}, abstract = {Understanding how to use generative AI can greatly benefit the learning process. Despite available concepts for teaching {\textquotedblleft}how to prompt{\textquotedblright}, little empirical evidence exists on students{\textquoteright} current micro-level chatbot use that would justify a need for instruction on how to prompt. This pilot study investigates students{\textquoteright} chatbot use in an authentic setting. Findings reveal general interaction patterns, including a notable lack of conversational patterns, indicating an underutilization of this central chatbot capability. However, despite having no formal instruction, some students discovered specific chatbot affordances. While basic prompting skills are displayed or acquired during exploration, explicit training on effective chatbot interaction could enhance skillful chatbot use. This training should integrate cognitive and metacognitive strategies as well as technological knowledge, helping students leverage the technology{\textquoteright}s full potential. }, keywords = {Chatbot Affordances, Chatbots, Interaction Patterns, Learning, Prompting Instruction}, doi = {10.18420/delfi2024-ws-22}, author = {Maria Klar} }