Academic Confidence in the Age of AI: A Study on Chatbot-Assisted Learning Among Graduate Learners in Hospitality and Tourism Management

Abstract

This study examines the relationship between chatbot-assisted learning and academic confidence among graduate students in Hospitality and Tourism Management programs in Metro Manila. Grounded in Bandura’s Self-Efficacy Theory, the research employed a quantitative, descriptive-correlational design involving 350 Master’s and PhD students. Data were gathered using adapted Likert-scale instruments and analyzed through Pearson correlation and linear regression. Findings revealed no significant correlation between chatbot usage and academic confidence, suggesting that while students frequently engage with AI tools, such interactions may not meaningfully influence their self-belief in academic performance. These results challenge assumptions about AI’s impact on learner psychology and highlight the limitations of current chatbot systems in fostering self-efficacy. The study contributes to the discourse on digital learning by emphasizing the need for emotionally intelligent, feedback-rich AI integration. Future research should explore mediating variables to uncover the nuanced dynamics between technology and learner confidence.

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