Design and evaluate a chatbot for intercultural communication training

Thesis Abstract

Effective intercultural communication is increasingly vital in a globalized world, yet learners often encounter significant challenges in developing practical skills for navigating culturally diverse interactions. Traditional training methods, including classroom instruction and role-playing, may lack accessibility, consistency, and scalability. This study addresses these limitations by designing and evaluating a conversational chatbot aimed at enhancing intercultural communication competencies among university students. The primary aim is to develop an interactive, culturally sensitive chatbot that simulates real-world intercultural exchanges and assess its effectiveness in improving users' intercultural awareness, attitudes, and communication skills. Specific objectives include identifying key intercultural communication challenges faced by learners, employing user-centered design principles to develop the chatbot, integrating relevant intercultural and communicative competence theories—such as Hofstede's Cultural Dimensions Theory and the Communicative Competence Model—and evaluating the chatbot’s usability and educational impact. The research employs a mixed-methods design, combining iterative development with quantitative and qualitative evaluation. The population comprises 150 undergraduate students enrolled in international programs at a metropolitan university. A stratified random sampling technique selects 100 participants for the experimental phase, with 50 assigned to an intervention group engaging with the chatbot and 50 in a control group receiving traditional intercultural training. Data collection instruments include pre- and post-intervention intercultural sensitivity scales, structured questionnaires measuring communication self-efficacy, and focus group discussions. The chatbot’s usability and user experience are assessed through the System Usability Scale (SUS) and Technology Acceptance Model (TAM) questionnaires. Data analysis involves quantitative techniques such as paired t-tests, ANCOVA, and regression analysis to evaluate changes across measures, and thematic analysis for qualitative focus group data to explore user perceptions and experiences. Expected findings suggest that participants who interact with the chatbot will demonstrate statistically significant improvements in intercultural sensitivity, communication self-efficacy, and intercultural competence compared to control subjects. Usability assessments are anticipated to yield high SUS scores, indicating that the chatbot is user-friendly and engaging, with favorable TAM results confirming acceptance among users. Furthermore, qualitative insights are expected to reveal perceptions of increased intercultural awareness, confidence, and motivation to engage in intercultural exchanges, as well as suggestions for iterative improvements. The study contributes to theoretical and practical knowledge by integrating intercultural communication frameworks within a digital, scalable intervention, thereby extending the body of research on technology-enhanced intercultural training. It offers empirical evidence on the effectiveness of chatbot-based interventions in fostering intercultural competence, providing guidelines for designing culturally sensitive conversational agents. Moreover, the research advances understanding of user engagement and acceptance of educational chatbots in higher education contexts. In conclusion, the findings are expected to demonstrate that a well-designed chatbot can serve as a viable adjunct to conventional intercultural training methods, especially in expansive or resource-constrained environments. Recommendations include adopting user-centered design practices, integrating culturally diverse content, and conducting longitudinal studies to assess durability of learning outcomes. Future research could explore chatbot customization features, multilingual capabilities, and expansion to other learner populations, contributing to the ongoing development of innovative, technology-driven intercultural education tools.