Intelligent Virtual Assistants and New Perspectives of Knowledge Acquisition

Abstract

The objective of this article is to present a case of using artificial intelligence to support people from Generation Z in the process of assimilating knowledge. The AI-based tools aimed at improving language competence analyzed in the study included Intelligent Virtual Assistants (IVA): Google Assistant, Siri as well as web translators. The following research procedure was adopted: the experiment included an attempt to learn a foreign language using one of the IVAs or web translators. 251 Polish students decided to participate in the research. After the learning session, respondents completed a knowledge test concerning popular phrases in a given language. The results were related to the individual characteristics of the respondents and analyzed statistically. Interesting overall results were obtained. The data was also analyzed in subgroups, distinguished on the basis of gender, the tool used (web translator, IVAs: Google Assistant, and Siri) as well as the language chosen for learning a foreign language. The analyses were aimed at identifying differences conditioned by the gender of the learner. Another challenge was to identify the most effective tool and to determine which languages are the easiest and most difficult to learn using this method. In many cases, the acquisition of new vocabulary turned out to be very promising. This suggests that people’s adoption of such an innovative form of learning is a rather individual matter, varying from person to person. The study is designed to show a new perspective on acquiring knowledge, improving competence and learning in an informal way. In this case, learners use artificial assistants based on artificial intelligence and learning algorithms. This is certainly a controversial issue at present, but it is likely to become a common solution in the near future.