Conversational Artificial Intelligence in Education: A Survey

Abstract

The integration of artificial intelligence (AI) in education has introduced chatbots as innovative tools that enhance learning experiences, provide academic support, and streamline administrative processes. Despite their growing use, understanding user perspectives on their effectiveness and limitations remains essential. This study aimed to evaluate the awareness, usage patterns, perceived benefits, and challenges related to chatbot applications in education among students and faculty members. A cross-sectional survey was conducted among 387 participants (280 students and 107 faculty members) from various academic disciplines, including computer science, management, and commerce. A structured questionnaire was used to collect quantitative and qualitative data. Descriptive and thematic analyses were performed using IBM SPSS Statistics 26.0 and inductive coding, respectively. The majority of participants (93.3%) were aware of chatbots, and 96.7% reported using them for educational purposes. ChatGPT was universally used, followed by Google Assistant and Gemini. Students reported more frequent usage and a wider range of academic applications, such as answering queries and accessing study materials. Faculty use was more focused on content creation. While 88.9% of participants expressed trust in chatbot responses, concerns about response accuracy (64.8%), originality (51.8%), and emotional adaptability persisted. Faculty were more skeptical than students regarding the chatbots’ impact on communication and emotional support. Chatbots are widely accepted in educational environments and provide valuable support. However, improving trust, accuracy, and alignment with pedagogical goals is necessary for their sustained and meaningful integration.

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