Hosseini, Z., & Tupasela, A. (2025, January). Inclusive AI-Based Chatbots for Public Services in Finland: Potential of Constructivism. In The Barcelona Conference on Arts, Media & Culture: 2024: Official conference proceedings (pp. 159-175).
Abstract
Despite innovative initiatives, digital gaps persist, necessitating optimal solutions for both customers and service providers, especially for multicultural societies. Grounded on the fundamental premise that every user of public services engages in ongoing digital literacy and cultural inclusion, this study advocates integrating constructivism learning theory and its principles into inclusive chatbot design for public services. Further, this paper proposes a paradigm shift in the role of chatbots, advocating for their evolution from mere autoresponders to mentors. Rather than merely retrieving information based on keywords, chatbots can proactively guide users through their digital journeys by employing findings from constructivism, a fundamental learning theory. Integrating principles of constructivism in chatbot design improves users’ digital literacy by actively engaging them in the learning process. It ensures that the content and interactions are personalized, culturally sensitive, and flexible. A constructivist environment enables AI-based chatbots to evolve and adapt through user interactions. This approach is fundamental to the development of inclusive chatbots that cater to the diverse needs of all users. In essence, this paper offers actionable insights for practitioners and policymakers alike, emphasizing the importance of collaboration across disciplines to meet the diverse needs of users.
More information
Even with new digital tools being introduced, many people still struggle to access public services online. This study argues that we need better solutions that work for both users and service providers.
At the heart of the idea is this: everyone using public services is constantly learning about technology, language, and culture. So, digital tools like chatbots should support that learning process.
The paper suggests using constructivism, a learning theory that focuses on how people build knowledge through experience, to design more inclusive chatbots. Instead of just answering questions based on keywords, chatbots could act more like digital mentors, guiding users step by step, adapting to their needs, and helping them grow more confident in using digital services.
By applying constructivist principles, chatbots can offer personalized and culturally sensitive support while also helping users improve their digital skills. This way, users can learn and evolve through real interactions.