Integrating of a generative artificial intelligent based educational chatbot in higher education
DOI:
https://doi.org/10.36825/RITI.15.36.001Keywords:
Self-Regulated Learning, Educational Chatbots, Artificial Intelligence in Education, Higher Education, User ExperienceAbstract
This study examines the integration of an artificial intelligence (AI)-based educational chatbot in undergraduate higher education, aiming to analyze students' perceptions, usability, and its pedagogical value as an academic support tool. A quantitative approach was adopted, employing a non-experimental, cross-sectional design with a descriptive-correlational scope. The sample consisted of 98 students enrolled in the International Business program at a private university in Mexico during the January–July 2025 academic term. Data were collected through a validated questionnaire assessing dimensions related to user experience, problem management, and the chatbot's operational performance. The results indicate no statistically significant differences in the overall evaluation of the system based on prior AI proficiency levels, suggesting high accessibility and inclusive usability. Additionally, strong correlations were identified between response quality, relevance, objectivity, and perceived usefulness, highlighting the potential of educational chatbots as complementary digital tutors that support self-regulated learning and enrich student experiences in higher education.
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