AI in Education: Measuring the Impact of Chatbots on Student Outcomes

Alternative Title

Artificial Intelligence (AI) in Education: Measuring the Impact of Chatbots on Student Outcomes

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2025 : Orlando, Fla.)

Location

Universal Center

Start Date

29-5-2025 4:00 PM

End Date

29-5-2025 5:00 PM

Publisher

University of Central Florida Libraries

Keywords:

Chatbot effectiveness; Student engagement; Educational outcomes; Quasi-experimental design; Information systems model

Subjects

Artificial intelligence--Educational applications; Artificial intelligence--Study and teaching; Chatbots; Educational technology--Research; Students--Attitudes--Research

Description

This poster complements a presentation on creating a chatbot for students as a class resource guide. It presents findings from a research project on student outcomes after deploying the chatbot. A quasi-experimental design measured student empowerment and engagement across multiple sections of the same class, with half having access to the bot and half not. Those with access also completed a survey based on the Information Systems Continuance Model, along with several control variables.

Language

eng

Type

Poster

Rights Statement

All Rights Reserved

Audience

Faculty; Students

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May 29th, 4:00 PM May 29th, 5:00 PM

AI in Education: Measuring the Impact of Chatbots on Student Outcomes

Universal Center

This poster complements a presentation on creating a chatbot for students as a class resource guide. It presents findings from a research project on student outcomes after deploying the chatbot. A quasi-experimental design measured student empowerment and engagement across multiple sections of the same class, with half having access to the bot and half not. Those with access also completed a survey based on the Information Systems Continuance Model, along with several control variables.

Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.