TLEF Project – BiocBot: a GenAI Study-Buddy Tool

TLEF Project – BiocBot: a GenAI Study-Buddy Tool

Why did we build BiocBot?

A study-buddy pilot program at UBC partnered 1300 students across several classes in tutor-protégé pairs. Compared to those that did not participate, the participants’ final grade average increased by 1.5%, and in some classes, it increased by up to 5.5%!

However, about half the students in every class faced personal or situational barriers that prevented them from participating in the study-buddy program. Long transit times, incompatible schedules and other hinderances hampered a consistent learning-by-teaching experience.

Researchers at UBC believe that all students should have access to the best learning tools – despite obstacles in interacting with their peers. Fueled by a drive to meet our learners where they are, we created an artificially intelligent study-buddy that students can launch on their web browser when it is not feasible to learn communally.

A brief chat with BiocBot

Play this video to get a glimpse into BiocBot’s tutor and protégé modes. Here, BiocBot was launched in a Google Chrome tab:

Video: “BiocBot demo – UBC Canvas and Media Portal”

Video description

[Begin screen capture; no audio]

  1. The user has launched BiocBot in a Google Chrome tab, though the tabs ribbon is cropped out. The landing page is titled “BiocBot- AI Powered Study Assistant”
  2. Under the sub-heading “Select your role”, the user is offered the choice to enter “Student” or “Instructor” mode. Student mode has the descriptor “Ask questions about course materials” and the instructor mode has the descriptor “Upload and Manage course materials”. User selects Student mode.
  3. User lands on a chat interface with “BiocBot” for course BIOC 202. The interface has options for chat, chat history, and settings on the left sidebar. Two texts timestamped “just now” from the chatbot read “Hello! I’m BiocBot, your AI study assistant for BIOC 202. How can I help you today?” and “Welcome to BiocBot! No assessment questions are currently available for this course. You can chat directly with me about any topics you’d like to discuss or questions you have about the course material.”
  4. User switches between protégé and tutor modes with a toggle on the bottom right of the screen. When in protégé mode, BiocBot texts “BiocBot is now in protégé mode. I am ready to be your study partner! Ask me questions about the course materials and I will help you explore topics together.” When in student mode, BiocBot texts “BiocBot is now in tutor mode! I’m ready to guide your learning! I can help explain concepts, provide examples, and answer your questions about the course material.”
  5. User texts “hi Biocbot! What is a cell nucleus?”
  6. BiocBot responds “The cell nucleus is a fantastic topic in BIOC 202! In your textbook (likely ‘Molecular Cell Biology’ by Lodish et al.), you should find a detailed description of the cell nucleus on page 15-17. But I’ll give you a brief overview. What is the cell nucleus? The cell nucleus, often referred to as the ‘control center,’ is a membrane-bound organelle found in eukaryotic cells (like plant and animal cells). It’s a distinct compartment within the cell where most of the genetic material (DNA) is stored. Think of it like a library or an archive where all the instructions for cell growth, division, and function are kept. Key functions: 1. DNA storage: The nucleus contains most of the cell’s DNA, which is coiled into structures called chromosomes. 2. Gene expression: The nucleus is responsible for controlling gene expression by regulating transcription (the process of making RNA from DNA). 3. Cell division: During mitosis and meiosis, the nucleus plays a crucial role in ensuring accurate chromosome segregation. Some key terms to remember:* Nucleoplasm (the gel-like substance within the nucleus) * Nuclear envelope (the double membrane surrounding the nucleus) * Chromatin (the complex of DNA and proteins that makes up chromosomes) Now, take some time to review your textbook or notes on this topic. If you have any specific questions or need further clarification, feel free to ask! How’s your far? Do you have any follow ions about the cell nucleus?”
  7. User switches to protégé mode and texts “A cell is the smallest component of a living being. Am I correct?”
  8. BiocBot texts “You’re off to a great start! Yes, that’s absolutely correct! A cell is indeed considered the basic structural and functional unit of living organisms. This fundamental concept is often attributed to Antonie van Leeuwenhoek, who first observed cells in the 17th century. In BIOC 202, we’ve discussed how cells are the building blocks of life, and all living things are composed of one or more cells. This idea is further explored in Chapter 1 of your course textbook, where it’s emphasized that cells are the smallest units that can maintain life processes. Now, let’s take this concept a step further: what do you think would happen if we were to combine two different types of cells? Would they still function as individual cells, or would something new and interesting emerge?”

The Big Questions

BiocBot is a Generative AI chatbot that promotes learning-by-teaching. It can switch between a tutor and a protégé mode, enabling the student to learn by teaching and gain clarification on topics that need more attention. Students can launch this tool in a browser tab on their phones or laptops.

But you might have some big questions surrounding this project. Click on the question buttons below to find out our big answers!

“Why would students use this bot?”

Learning-by-teaching represents a powerful, though underutilized, method for mastering a subject. It is based on the 50/50 Feynman principle and the protégé effect, which posit that learning-by-teaching improves both knowledge retention and motivation to study, respectively. The team behind BiocBot conducted a study on the study-buddy strategy, spanning four years of data collection and 1,300 participants. They found that both tutors and protégés in these pairings saw an average increase of 1.5% in their final grades compared to students who did not participate, and in some classes, they increased by up to 5.5%.

Yet, many students in higher education continue to work alone, often relying on solo efforts, possibly because of obstacles caused by distance, time commitments and personal barriers. BiocBot provides a way to move away from solo studying even when meeting up with peers is not feasible.

“Is this bot only for biochemistry classes?”

No! The BiocBot team is currently working towards enabling instructors of all specializations to use this bot for their courses. In time, they will be able to upload class materials – lecture slides, notes, recordings – and train the bot to be a tutor/protégé for students taking their course.

“What sets this bot apart from existing chatbots?”

The following features sets BiocBot apart from existing chatbots:

  1. Course specific interactions as tutor or protégé
  2. Minimizes distractions by restricting conversations to class topics
  3. Built and piloted specifically for students
  4. Informed by diverse perspectives that lend themselves to the creation of an AI tool that augments existing social interactions and learning strategies, thus better preparing students for real-life situations

The Journey

February 2021 – Dr. Enns pilots a study-buddy program.

Dr. James Enns of UBC’s Department of Psychology introduces an informal study-buddy program in his Neuroscience Statistics course.

This project is fueled by the importance of social interaction in learning. Students are told that, to encourage group studying, they can volunteer in a course-specific study-buddy program. They are matched in pairs where one member had scored below the grade average on the first course assessment, and the other member had scored above the grade average.

(MilestoneApril 2021 – The study-buddy program works!

At the end of the term, Dr. Enns notices substantial improvement in the grades of the students in the study-buddy pilot as compared to other students. He decides to offer this program in his future classes.

January 2023 – The team forms and the study begins…

Achol Jones takes Dr. Enns’ class and is introduced to the study-buddy program.

Taking an interest in conducting further inquiry into this effect, she brings the idea to Dr. Eden Fussner-Dupas and Dr. Warren Williams of UBC’s Department of Biochemistry and Molecular Biology.

They gather a team over the summer, bringing onboard Dr. Patrice Belleville of UBC’s Computer Science and Gabrielle Reznik, an undergraduate student in Microbiology and Immunology. UBC’s Centre of Teaching, Learning and Technology introduces the team to Dr. Bowen Hui of UBC’s Department of Computer Science. Dr. Hui lends to the study her tool Teamable Analytics, which helps instructors create balanced teams using an AI algorithm. The algorithm matches self-reported student skills and attributes against characteristics identified by the instructor.

The study procedures are formalized in June 2023, when the study team applies to the UBC Board of Research Ethics to conduct study buddy programs in several Biochemistry courses, in addition to the Neuroscience Statistics course.

(MilestoneJanuary 2024 – The idea of an AI chatbot is born!

The study gathers data supporting Dr. Enns’ initial observation – the grade averages of the students that participate in the study show a significant increase compared to the grades of those that did not participate. Students that do not participate often convey situational barriers hindering their engagement in the study – long transit times, busy schedules, etc..

Undergraduate student Daniel DeHeer-Amissah notes these obstacles and proposes the idea of an AI chatbot to overcome these barriers. The BiocBot team consults with the Learning Technology Innovation Centre about this new idea.

November 2024 – The BiocBot team enters the LT Incubator.

Dr. Fussner-Dupas and Daniel write the application that secures the Teaching and Learning Enhancement Fund grant. Then, they begin working with LTIC’s Learning Technology Incubator. The Incubator provides recommendations on tool architecture and implementation strategy and hires 2 student developers – Justin Tang and Maziyar Dowlatabadibazaz – to help bring the BiocBot to life.

September 2025 – Student experts test BiocBot.

BiocBot is set to be pilot tested on students this September. It will be tested by students who already have a high level of proficiency over the material, which will help identify content and interface issues that might arise with learners inexperienced with the content.

(MilestoneNovember 2025 – BiocBot is introduced in class!

BiocBot will be introduced in a real classroom setting this November.

The transformation that follows

Interpersonal impact

Students in higher education institutions face many obstacles that interfere with their ability to engage in learning through teaching strategies. The BiocBot team identified these key barriers – juggling multiple time commitments and transit. Due to these factors, a whopping 70% of the class, on average, couldn’t participate in the study-buddy program in person! BiocBot will enable an average of 70 people in a class of a 100 students to employ the study-buddy strategy, and gain confidence and mastery over not only the course content, but also the strategy of learning-by-teaching. Thus, it aims to prepare and bolster students to learn communally by enabling them to apply the same strategies when it is not feasible to meet their peers.

Academic benefits

The BiocBot team found that students that employ the study-buddy technique saw an increase of 5.5% in their grade averages compared to those who didn’t. With BiocBot, the team expects better retention of information in users, better understanding, and a sharpened will to learn and explore.

Cost efficiency, scalability

Being a free tool that needs no special software or device specifications to run, BiocBot presents itself as a cost-efficient study tool for students. In its final form, it will be adaptable and scalable to different subjects, courses and content – as instructors will be able to upload source material to tailor the bot to their needs.

Quotes from the Creators

Dr. Eden Fussner-Dupas | Principal Investigator

Dr. Fussner-Dupas is an Assistant Professor of Teaching, Biochemistry and Molecular Biology in UBC’s Faculty of Medicine 

Dr. Fussner-Dupas’ thoughts on BiocBot

Transcript

The BiocBot is not just an AI tutor. It’s not just telling you something – which is how we usually use GenAI. What we want to do is create a system that encourages learning-by-teaching for students who are unable to participate in the in-person study-buddy program otherwise. Everyone, despite barriers, wants to do better in their studies – so we are enabling them to do so with the BiocBot.

Meet the BiocBot Team

  • Eden Fussner-Dupas, Assistant Professor of Teaching, Biochemistry and Molecular Biology, Faculty of Medicine
  • James Enns, Professor, Psychology, Faculty of Arts
  • Warren Williams, Associate Professor, Biochemistry and Molecular Biology, Faculty of Medicine
  • Patrice Belleville, Associate Head / Associate Professor of Teaching, Computer Science, Faculty of Science
  • Bowen Hui, Associate Professor of Teaching, Computer Science / Mathematics / Physics and Statistics, Faculty of Science
  • Veronica Dudarev, Research Associate, Psychology, Faculty of Arts
  • Al Rohet Hossain, Graduate Student, Department of Biochemistry and Molecular Biology
  • Achol Jones, Undergraduate Student, Neuroscience
  • Daniel DeHeer-Amissah, Undergraduate Student, Kinesiology
  • Gabrielle Reznik, Undergraduate Student, Microbiology and Immunology

Meet the Incubator Team at the Learning Technology Innovation Centre

  • Rich Tape
  • Jayoung Lee
  • Justin Tang, Student Developer
  • Maziyar Dowlatabadibazaz, Student Developer