Co-created and community owned chatbots

From a research perspective, we will be interested in exploring how entanglements of technology and practice materialize when working with highly customizable chatbots. In current research on digital education, Fawns (2022) has identified a divide in approaches to technology use in education ranging
from tech-determinism to pedagogical determinism and advocates for an entangled pedagogy that recognizes the interconnectedness and interdependence of technology, pedagogy and actors. Lyngdorf, Dan & Du, (2024) found that frameworks of digital transformation of engineering education are partly driven by other agendas than promoting learning and pedagogical practices and identified a need for more open technologies that are responsive to teaching and learning practices creating entangled pedagogy. Chatbots are interesting in this connection due to the high level of customizability and learning features. Furthermore, existing research reviews on modes of implementing chatbots in education have found that most implementations focus on supporting teachers and students as individuals/personalized
learning, knowledge FAQ, and offloading tasks rather than augmenting learning experiences and group work (Molenaar, 2022), and that most research in this field did not involve matching of learning strategies to design activities (Wollny et al., 2021; Hwang & Chang, 2023; Labadze et al., 2023).