Exploring the Challenges Faced by Tutors for a University Tutoring Chatbot Design

Objectives The purposes of this study were to investigate the challenges faced by tutors in a tutoring program and provide insights for the development of chatbots intended to assist tutors. Methods This study employed the data-triangulation method. 9 tutors from College of Education in the metropolitan area were interviewed about the difficulties they encountered at various stages of the tutoring program. In addition, video recordings of tutoring sessions and previous research on the challenges tutors face were collected and analyzed. The interview data in this study were categorized using Creswell's qualitative research analysis and were validated by comparing the analysis of the tutoring videos and the previous research. Results Tutors encountered various challenges both when at the beginning and during the tutoring program which can be divided into three phases: preparation, activity, and reflection. Initially, tutors faced challenges in their instructional role, particularly as learning process guides. Sencond, tutors also encountered difficulties in their instructional role during preparation. Third, during activity procession tutors also experienced challenges in instructional role. Furthermore, they have problem with social role and administrative role as learning manager. Finally, during reflection, tutors encountered difficulty in their administrative role as organizational manager. These findings have implications for tutor support chatbot design. Conclusions This study categorized the difficulties experienced by tutors based on the time process of the tutoring program and role of the tutor. Based on these results, this study provides implications for designing a chatbot to assis tutors in resolving their challenges.