Dr. Neilson D. Bation

Opol Community College, Misamis Oriental, Philippines

DOI : https://doi.org/10.47191/ijsshr/v7-i01-47

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ABSTRACT

In the ever-evolving educational landscape, the integration of technology is pivotal for shaping college students' learning experiences. Artificial Intelligence (AI)--powered chatbots stand out as versatile virtual assistants, providing personalized support. This research delves into the intricate relationship between college students and chatbot support, exploring its nuanced impact on self-efficacy at Opol Community College. The study is grounded in Bandura's self-efficacy theory, the study employs a descriptive-causal design with purposive sampling, encompassing 304 participants. Demographic analysis unveils a diverse respondent population, forming the basis for nuanced interpretations of subsequent findings. While chatbot support receives positive acknowledgment, revealing strengths in interaction and query resolution, areas for improvement in academic support usage are identified. Moreover, in-depth self-efficacy analyses across domains showcase positive beliefs, offering a comprehensive understanding with targeted areas for enhancement. Grouped analysis based on technology use demonstrates students' overall confidence in adapting to new technology, coupled with specific items earmarked for improvement. Regression analysis emphasizes the statistically significant impact of chatbot support on self-efficacy, highlighting the transformative potential of these AI-driven tools. The study concluded that useful information for schools and developers on how to improve chatbot features, address concerns, and increase students' confidence in specific subjects ultimately creating a better educational environment. Recommendations emanating from these findings provide actionable insights for educational stakeholders. Institutions and developers are urged to refine chatbot features, addressing identified weaknesses in academic support usage. Additionally, interventions should focus on enhancing specific self-efficacy domains flagged for improvement. This study contributes valuable insights to the discourse on technology integration in education, guiding institutions and developers to tailor interventions that positively shape college students' self-efficacy and learning experiences.

KEYWORDS:

Self-efficacy, Chatbot support, Educational technology, Artificial Intelligence, Higher education, Student experiences

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Volume 07 Issue 01 January 2024