United Academic Journals (UA Journals)

As technology advances, it is essential for higher education institutions to integrate the latest innovations into their Virtual Learning Environments (VLEs) to maintain effectiveness and relevance. One such innovation is the use of Generative Artificial Intelligence (GAI) chatbots. The objective of this pilot study is to explore university students’ expectations towards GAI chatbots in educational settings. Specifically, it examines the nature of these expectations and investigates whether they differ across different student populations. Employing a non-probabilistic, cross-sectional quantitative methodology with descriptive and correlational-causal scope, the research surveyed N =152 students from two higher education institutions located in Spain and India. Data was collected via a previously validated ad hoc questionnaire. Results reveal varying levels of agreement among students’ expectations, with a generally positive perception towards GAI chatbots. Notably, significant differences were found in five out of six items when comparing expectations across different student populations, with Indian students demonstrating a higher level of agreement in all items compared to Spanish students.

Palabras Clave/Keywords

Palabras Clave / Keywords

Artificial Intelligence, Generative Artificial Intelligence, Higher Education, Chatbots, Virtual Learning Environments.

Referencias/References

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Cómo citar/How to cite

Cómo citar / How to cite

Cotino-Arbelo, A. E., Nacimiento-García, E., Molina-Gil, J., y González-González, C. S. (2024). Empowering Virtual Learning Environments with Generative Artificial Intelligence Chatbots. En C. Rusu et al., (1ª ed.), Transformación digital en la educación: innovaciones y desafíos (pp. 23-27). Huelva (España): United Academic Journals (UA Journals). https://doi.org/10.54988/uaj.000029.003