The Impact of Generative AI Educational Chatbots on the Academic Support Experiences of Students in U.S. Research Universities

The integration of generative AI (GenAI) educational chatbots into the academic support experiences of international students in U.S. research universities presents a multifaceted impact on their educational journey. Using a review of literature, this article explores the impact of generative AI educational chatbots on the academic support experiences of international students. After gathering and evaluating content from three databases and analyzing and synthesizing data from a variety of journals, my findings indicate that the use of AI enhances students’ academic performance and engagement.

Artificial intelligence (AI) chatbots are increasingly being integrated into academic support systems at universities worldwide (Mageira et al., 2022; Wang et al., 2023). These interactive tools provide real-time feedback, personalized learning experiences, and support for self-regulated learning (Chukwuere & Handoko, 2024). Based on the literature, generative AI educational chatbots are defined as interactive tools powered by artificial intelligence that simulate human conversation, correct writing errors, answer questions, and assist students with academic tasks (Bimpong et al., 2024). The integration of AI chatbots in higher education institutions is on the rise, with Biswas (2023) predicting significant impacts on higher education. Okonkwo and Ade-Ibijola (2021) suggest that chatbots have the potential to enhance services, reduce staffing costs, and drive innovation in higher education institutions. Additionally, higher education students use AI chatbots for academic support, such as improving their writing, asking questions about course materials, and generating content (Bimpong et al., 2024; Wang et al., 2023).

Research has demonstrated the significant role that chatbots play in supporting international students (Al-Abdullatif, 2023). This study involved analysis of peer-reviewed papers to reach conclusions. Documents were selected based on the research question and date of publication, then critically analyzed, evaluated, and synthesized. The study addressed the following question: How do generative AI educational chatbots influence the learning experience of international students in U.S. research universities?

 

Previous Study

After conducting a review of the literature, several key points have emerged regarding the experiences of students and their use of AI. While there has been significant discussion surrounding students and AI (Chukwuere & Handoko, 2024), there remains a notable gap in research when it comes to the experiences of international students studying in the U.S. and their AI usage. Recent studies explore the impact of generative AI educational chatbots on higher education as a whole. However, the question of whether these technologies are beneficial or harmful to certain subsets of students remains unanswered.

Generative AI educational chatbots have the potential to enhance student support, administrative efficiency, and research processes (Chukwuere & Handoko, 2024). Segovia-García (2024) discovered that chatbots can offer efficient and personalized support to students on academic and administrative matters. One advantage of chatbots is their ability to provide instant feedback, which has been associated with enhanced student engagement and improved learning outcomes (Lin & Ye, 2023). Al-Abdullatif et al. (2023) further supported these findings by revealing that chatbots can improve students’ learning strategies and motivation, thereby improving their overall educational experience.

Despite these significant findings, there remains a gap in understanding how international students perceive the use of generative AI educational chatbots. This study aimed to investigate how international students view the impact of generative AI educational chatbots and assess how well these chatbots meet or fail to address the specific academic needs of international students in U.S. research universities.

 

Methods

I selected documents from various journals that focused on the implementation of generative AI educational chatbots in higher education institutions. I conducted a thorough search on databases such as ERIC and Crossref before selecting these articles. I selected these documents based on their authenticity, credibility, and how closely they related to my research topic. While many articles discuss the broader impact of AI on higher education, there is a gap in addressing the specific experiences of international students studying abroad, particularly in the U.S. My research aimed to bridge this gap.

 

The Use of AI Educational Chatbots

The study yielded intriguing findings, but it also has some drawbacks. One major limitation is that the study only relied on the analysis of documents without conducting an empirical investigation. In other words, the study did not involve collecting new data through direct methods like surveys, interviews, experiments, or observations. Thus, the findings are constrained by the scope, quality, and availability of the documents analyzed. Nevertheless, all the reviewed papers were relevant to the research topic. 

Upon analyzing these documents, it became evident that AI chatbots have the potential to significantly enhance students’ academic performance (Essel et al., 2022; Lin & Ye, 2023). The findings suggest that AI chatbots could be a valuable tool for improving academic outcomes among international students, although cultural and societal barriers (Bimpong, 2023) may influence the way in which they engage with this technology. For example, international students from cultures with less exposure to AI tools may initially face challenges in fully utilizing chatbots, potentially hindering their academic performance.

AI chatbots are accessible around the clock, offering students immediate responses to their queries (Holmes & Tuomi, 2022). These chatbots can provide customized responses and suggestions based on students’ past interactions and learning preferences (Lin & Ye, 2023). Additionally, chatbots can assist with language translation, breaking down language barriers and facilitating the translation of educational materials (Essel et al., 2022). This feature could be particularly beneficial for international students in the U.S. as they acclimate to new cultural and societal norms. Furthermore, generative AI chatbots have been shown to enhance student engagement by providing dynamic and interactive learning experiences, allowing students to ask questions and access information in real time (Cislowska & Acuna, 2024). 

The articles also explored how using generative AI educational chatbots in learning raise a number of ethical concerns. As these tools continue to evolve, international students should learn to use them responsibly. They should avoid copyright infringement, discriminatory language, or inappropriate content. According to a study by Lund and Wang (2023), users of AI tools must exercise caution and ensure they are utilizing these tools in a manner that minimizes the risk of data breaches. Overall, the analysis indicates that generative AI educational chatbots have the potential to revolutionize the way international students learn and interact with educational content, provided they use them ethically.

 

Conclusion

In conclusion, this study applied content analysis to examine the influence of generative AI educational chatbots on the academic support experiences of international students in the U.S. The use of AI presents both promising advantages and potential challenges; nevertheless, it has been shown to enhance international students’ academic performance and engagement.

Based on the findings of this study, international students are encouraged to use generative AI tools ethically to improve their academic achievements. Additionally, faculty members should actively promote critical thinking and reflection among students in evaluating the suggestions provided by AI tools. It is important for both students and faculty to acknowledge the limitations of these tools and appreciate the importance of human judgment in the learning process.

 

References

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Bimpong, B. K. (2023). Challenges facing African international students at researchuniversities in the United States. Journal of Education and Teaching Methods, 2(4), 1-16. https://doi.org/10.58425/jetm.v2i4.201

Bimpong, B. W., Atsise, P., & Owusu, F. (2024). Exploring the implementation of artificial intelligence (AI) writing tools in teaching and learning: Faculty and students’ perspectives in higher education. East African Journal of Information Technology, 7(1), 380-393. https://doi.org/10.37284/eajit.7.1.2286

Chukwuere, J. E., & Handoko, B. L. (2024). The future of generative AI chatbots in highereducation. Journal of Emerging Technologies, 4(1), 36-44. https://doi.org/10.32388/UE841K

Cislowska, A. I., & Acuna, B. P. (2024). Integration of chatbots in additional languageeducation: A systematic review. European Journal of Educational Research, 13(4), 1607-1625. https://doi.org/10.12973/eu-jer.13.4.1607

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). Theimpact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian highereducation. International Journal of Educational Technology in Higher Education, 19(1), 57.  https://doi.org/10.1186/s41239-022-00362-6

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. EuropeanJournal of Education, 57(4), 542-570. https://doi.org/10.1111/ejed.12533

Lin, Y. T., & Ye, J. H. (2023). Development of an educational chatbot system for enhancingstudents’ biology learning performance. Journal of Internet Technology, 24(2), 275-281. https://doi.org/10.53106/160792642023032402006

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Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022).Educational AI chatbots for content and language integrated learning. AppliedSciences, 12(7), 3239. https://doi.org/10.3390/app12073239

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