The organization of educational-project activities of students to create chatbots as a condition for training of future teachers

Cover Page

Cite item


Problem and goal. The training of future teachers in the field of education involves the formation of competencies in the development of software for various purposes, the design of automated control systems for real objects. The development of relevant qualities in the conditions of higher education is complicated by a number of problems of various nature. The authors suggest to improve the training of future specialists to organize project activities of students to create dialogue programs (training bots). Methodology. Project-based training is used for the formation of competencies in the field for informatization of education, obtaining in-demand soft skills, team building. The construction of a chatbot takes place in teamwork. The experiment involved 43 students of the North Caucasus Federal University in the direction of training 44.03.05 “Pedagogical Education with Two Training Profiles.” The assessment of the quality of educational results was carried out using the author's testing of 10 tasks (“credited”/“not credited”). Fischer's criterion was used to establish statistically significant differences. Results. Students studied the services for creating chatbots, the didactic potential and functionality of the received programs, used them to solve problems. Statistically significant differences were revealed in the changes that occurred in the system in terms of the quality of vocational training. The features of the presented variant of the organization of educational activities for the creation of chatbots are described: teamwork, the use of templates and scripts, and the choice of project topics. Conclusion. Problematic questions are formulated, the answers to which allow us to determine the directions of work on the construction of chatbots: discussion of the development goal and didactic goal, the use of blocks and actions, modeling interaction scenarios, etc.

About the authors

Svetlana V. Zenkina

Academy of Social Management

ORCID iD: 0000-0001-8458-4426

Doctor of Pedagogical Sciences, Full Professor, Professor of the Department of General Educational Disciplines

13 Industrialnaya St, Mytishchi, 141006, Russia

Elena K. Gerasimova

North Caucasus Federal University

Author for correspondence.
ORCID iD: 0000-0003-3758-8533

Candidate of Pedagogical Sciences, Associate Professor of the Department of Informatics, Institute of Digital Development

2 Prospekt Kulakova, Stavropol, 355009, Russia

Marina V. Fedoseeva

Department of Education and Science of Moscow City

ORCID iD: 0000-0002-0421-0078

Candidate of Pedagogical Sciences, Head of the Official Correspondence Unit, Coordination and Planning Division

15 Bolshaya Spasskaya St, bldg 1, Moscow, 129090, Russia


  1. Folstad A, Araujo T, Law EL, Brandtzaeg PB, Papadopoulos S, Reis L, Luger E. Future directions for chatbot research: an interdisciplinary research agenda. Computing. 2021;103(12):2915-2942.
  2. Sands S, Ferraro C, Campbell C, Tsao H. Managing the human-chatbot divide: how service scripts influence service experience. Journal of Service Management. 2021; 32(2):246-264.
  3. Saadna Y, Boudhir AA, Ben Ahmed M. An analysis of ResNet50 model and RMSprop optimizer for education platform using an intelligent chatbot system. Networking, Intelligent Systems and Security. Springer Singapore; 2022. p. 577-590.
  4. Shirinkina EV, Sobirov BSh. Digital transformation of Russian universities: analysis of best practices. Scientific Research and Development. Economy. 2021:9(2):51-55. (In Russ.)
  5. Hong Y, Piao M, Lee J, Kim J. Development and evaluation of a child vaccination chatbot real-time consultation messenger service during the COVID-19 pandemic. Applied Sciences (Switzerland). 2021;11(24):12142.
  6. Mateos-Sanchez M, Melo AC, Blanco LS, García AMF. Chatbot, as educational and inclusive tool for people with intellectual disabilities. Sustainability (Switzerland). 2022;14(3):1520.
  7. Soboleva EV, Suvorova TN, Zenkina SV, Bocharov MI. Developing computational thinking of specialists of the future through designing computer games for educational purposes. European Journal of Contemporary Education. 2021;10(2):462-475.
  8. Wollny S, Schneider J, Di Mitri D, Weidlich J, Rittberger M, Drachsler H. Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence. 2021;4:654924.
  9. Vázquez-Cano E, Mengual-Andrés S, López-Meneses E. Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education. 2021;18(1):33.
  10. Chapaev NM. The possibilities of artificial intelligence in the educational and educational spheres. Economics and Entrepreneurship. 2021;(10):1261-1264. (In Russ.)
  11. Budnikova AS, Babenkova OS. The use of chatbots in learning a foreign language. Scientific Notes: The Online Academic Journal of Kursk State University. 2020;(3):146-150. (In Russ.) Available from: (accessed: 05.02.2022).
  12. Jackson D, Latham A. Talk to the ghost: the storybox methodology for faster development of storytelling chatbots. Expert Systems with Applications. 2022;190:5-6.
  13. Soboleva EV, Suvorova TN, Zenkina SV, Gerasimova EK. The development of critical thinking through the involvement of pupils in competitive robotics (from work experience). Perspectives of Science and Education. 2020;(2):268-284. (In Russ.)
  14. Usoltseva NA, Usoltsev YuM. Chatbot as an element of legal reality. Legal Science. 2020;(9):72-75. (In Russ.) Available from: (accessed: 05.02.2022).
  15. Goryachkin BS, Galichy DA, Chains VS, Burashnikov VV, Krutova TY. The effectiveness of using chatbots in the educational process. E-Scio. 2021;(4):529-551. (In Russ.) Available from: (accessed: 03.03.2022).
  16. Anki P, Bustamam A, Buyung RA. Comparative analysis of performance between multimodal implementation of chatbot based on news classification data using categories. Electronics (Switzerland). 2021;10(21):2696.

Copyright (c) 2022 Zenkina S.V., Gerasimova E.K., Fedoseeva M.V.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies