It can answer questions automatically, without further human help, search for information on the Internet and much more. The term "chatbot" is derived from "to chat" and "robot", i.e. To go deeper, further socially and ethically interesting questions can be worked on, which revolve around whether chatbots are a good alternative for lonely and depressed people and whether it should be obvious that the conversation partner is non-human. What exactly are chatbots and what problems could arise with them? Furthermore, it is about clarifying important questions about chatbots. The teacher can present chatbots from the different areas as input. The students should collect which chatbots they know and which they use themselves (do they use any at all?). The main thing here is personal experience and personal access to chatbots. MaterialĪfter this first short confrontation and discussion of the course of the conversation, the students should work on further questions in the plenum. With the help of these first few examples, the students can see how complex human language can be and how many things have to be taken into account when developing a chatbot. The constant non-recognition frustrates users and chatbots are less well accepted by people. Through this first confrontation, the students are activated for this topic and can roughly imagine what can be understood by the term chatbots.įor most of these example-conversations, the chatbot's predefined word recognition is not sufficient enough for it to respond adequately to the user. At the beginning, conversations between a human user and a chatbot are shown, where the conversation did not succeed. In this module, the students are thrown directly into the topic. describe an overview of what natural language processing is and how it works.describe what the turing test is and are able to try it for themselves on a small scale.describe why conversations with chatbots sometimes go wrong.can name applications that use chatbots.can explain what chatbots are and how they work.
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