TY - CHAP A1 - Bollow, Maximilian A1 - Frosch, Katharina A1 - Grunz, Angelina A1 - Hädicke, Svenja A1 - Judge, Rabina A1 - Levina, Olga T1 - Using Advanced Learning Technologies to Boost Sustainability Education: The Role of AI-based Chatbots T2 - EDEN 2024 Annual Conference, University of Graz, Graz, Austria, 2024 N2 - In the face of the 2030 Agenda of the United Nations, the everchanging knowledge base of sustainability and therelated learning become vital. This applies especially to the field of sustainable digitalization. The literature providesgaps in the combination of sustainable digitalization with learning, due to the rapid developments and innovationsin this field.AI-based Chatbots could be a solution to rapidly build knowledge in this fast-evolving field, as they are able to drawupon a large body of recent knowledge and allow personalized, individual learning. They are created to understandquestions and respond to users via text, voice, or avatar in an interactive manner to facilitate learning (AI-Abdullatif,2023). Thus, AI-based Chatbots could enhance student-centered e-learning, which has shown to be a valuable toolfor sustainability literacy (Diamond & Irwin, 2013). Nonetheless, existing research does not yet provide sufficientevidence on what learning outcomes (e.g., knowledge acquisition) can be achieved with this AI-based approach tolearning. Therefore, it is crucial for us to determine whether and how they can be effectively utilized for this purpose.In this study, we examine the impact of AI-based Chatbots on learning outcomes in the context of sustainabledigitalization, in comparison to conventional digital learning methods. We conduct a field experiment with a pre-and post-test assessing the respective level of knowledge and sustainability-related competencies amongparticipants. The participants of the study (N=269) engage with different types of supported learning activitiesrelated to sustainable development. Participants are randomly assigned to one of four advanced learningtechnologies: a) AI-assisted personal tutoring (Chatbot), b) non-AI-based conversational learning and c) interactivevideo with embedded activities. Variations in learning outcomes depending on design characteristics of the learningactivity will be measured using the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q)(Olsson et al., 2020) as well as as well as a set of questions to assess knowledge retention.Results indicate that AI-based chatbots may be a viable method to enhance knowledge about practices in sustainabledigitalization. However, sustainability action competencies, such as confidence in one's own influence on shaping amore sustainable future and the willingness to undertake concrete actions, which may require higher-order learningprocesses, are not positively affected by short learning activities with our AI-based chatbot. We found evidence thatnon-AI-based learning activities yield similar increases in building knowledge on sustainable digitalization but alsosignificantly enhance sustainability action competencies related to potential behavioral changes.What does learner-centered pedagogy look like in reimagining the digital classroom of the future?93Assuming that our results are generalizable to other learning topics, the evidence found in this study suggests thatAI-based chatbots can contribute to addressing our most significant transformational challenges, all characterizedby a rapidly evolving knowledge base. Further research is particularly needed with respect to the preferable designcharacteristics of digital learning activities (both AI-based and non-AI-based) to achieve optimal outcomes in buildingsustainability competencies. Y1 - 2024 UR - https://repositorio-aberto.up.pt/bitstream/10216/159440/2/678463.pdf#page=104 SP - 92 EP - 93 ER -