Introduction

Chatgogy is a blend of two words chat and pedagogy representing an emerging instructional strategy that leverages interactive, conversational interfaces to facilitate active learning. This instructional approach rather than relying solely on traditional lectures or static multimedia presentations, it embeds within real-time dialogues, often supported by artificial intelligence (AI). Through natural language interactions of AI, learning becomes a dynamic and iterative process where students actively shape their educational experience, much as they would in one-on-one tutoring sessions. Chatgogy is an instructional strategy that infuses traditional educational methods with advanced, conversational technology (e.g large language model or AI agent). Essentially, Chatgogy as innovative pedagogy transforms the traditional, lecture-based classroom into an interactive, dialogue-driven learning environment [1]. Instead of relying solely on teacher entered approach it leverages real-time chat interfaces often powered by artificial intelligence to create a dynamic, two-way conversation between educators and learners. Chatgogy is an emerging teaching and learning strategy that infuses the principles of pedagogy with the dynamic, interactive capabilities of chat-based conversational technology. It represents a shift from traditional teaching method or lecture-driven instruction to an approach that engages learners in continuous, real-time dialogue.

However, studies have highlighted the important of adopting conversional agent (e.g artificial intelligent technology) or chatbox in teaching and learning such as interactive dialogue, personalized learning, adaptive content delivery and empowerment of learners and educators [2,3]. Adopting Chatgogy as an interactive dialogue between the learner and conversional agent as will result to continuous flow of conversation majorly on the learning environment with respect to instructional objective. Learners actively engage with the conversional agent by asking questions, receiving immediate feedback and exploring ideas through an interactive process for effective educational process. Also, with the adoption of Chatgogy learners’ needs are meet as the learners spend time on screen daily, in turn this foster personalized learning [4]. Chatgogy strategy focus on the continuously refines its interaction based on context and feedback making the learning process interactive though adaptive content delivery. This also enhance monitoring of learning experience and student's progress in real time and adjust the complexity or style of content, thus tailoring the learning experience to fit each learner's pace and preferred style.

The urgency of this shift in instructional strategy is underscored by the demand for innovative pedagogical practices such as Chatgogy that prepare students for rapidly changing professional and social landscapes. Lecturers and students hold cautiously positive views towards adopting the Chatgogy strategy in higher education especially in Nigeria universities. Students appreciate how Chatgogy aligns with their digital communication habits, feel empowered by opportunities for active participation, though some worry about digital distractions and uneven faculty commitment. This posits the need for lectures and students’ perception on the adoption of Chatgogy instructional strategy.

Chatgogy Implementation Framework

Step 1: Curriculum Mapping:

1. Lecturer outline the instructional outcomes through the topics to be learnt or discussed.

2. The student now reviews the specific objective and the evaluation to understand the required task.

Step 2: Dialogue Script Creation:

1. The lecturer now designs probing and interactive questions in line with the instructional objective.

2. The lecturers now from the student’s response will assist the student to scaffolding prompts for the generative agent.

3. The immediate feedback loops that mirror the natural progression of inquiry now form the new instruction for the students to improve in the learning experience. This now help learners to identify what information is required to learn and progress.

Step 3: Integration of AI and Chat Tools:

1. Using technology that can adapt based on student responses, provide hints and guide learners toward deeper understanding.

2. During interactive sessions, the chat tool can offer tailored hints or mini-tutorials based on common errors, ensuring that students receive support that adapts to their pace and understanding.

Step 4: Teacher Facilitation:

1. Ensuring educators are trained to moderate the conversation and intervene when necessary

2. Reinforcing the partnership between technology and human insight through ethical principle

References

1. Beutner M, Pechuel R (2014) Didactical Use of Dialogues in Modern Authentic E-Learning Scenarios–Creating Dialogues in a Dialogue-Driven Learning Approach. In eLearn: World Conference on EdTech pp: 171-177. Association for the Advancement of Computing in Education (AACE).
2. Thyagharajan KK, Nayak R (2007) Adaptive content creation for personalized e-learning using web services. Journal of Applied Sciences Research 3(9): 828-836.
3. Tenório K, Dermeval D, Monteiro M, Peixoto A, Pedro A (2020) Raising teacher’s empowerment in gamification design of adaptive learning systems: qualitative research. In Artificial Intelligence in Education: 21^st International Conference, AIED 2020, Ifrane, Morocco, July 6–10, 2020, Proceedings, Part I 21 (pp. 524-536). Springer International Publishing.
4. Ajani OA (2024) Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners. Research in Educational Policy and Management 6(2): 209-229.
5. Ayeni OO, Al Hamad NM, Chisom ON, Osawaru B, Adewusi OE (2024) AI in education: A review of personalized learning and educational technology. GSC Advanced Research and Reviews 18(2): 261-271.