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Educational chatbots, particularly those powered by artificial intelligence, have emerged as promising tools for improving academic performance and enhancing student experience in online and hybrid learning environments. These systems provide personalized, adaptive interactions that support self-regulated learning and motivation, while also improving accessibility to educational resources. However, their effectiveness in real-world learning contexts remains underexplored and partially fragmented in the literature. This systematic review analyzed 15 empirical studies published between 2021 and 2025, selected from PubMed, Scopus, and Web of Science, according to PRISMA 2020 guidelines. Studies included chatbot-based interventions implemented in higher education, assessing outcomes on student academic performance and satisfaction. A narrative synthesis was conducted, supported by quality assessment using the CASP checklist and structured data extraction. The findings show that chatbot interventions were generally associated with higher academic performance and increased student satisfaction across diverse disciplines including Law, Nursing, Business, Languages, and STEM fields. Improvements were particularly notable in areas such as speaking skills, self-regulated learning, ethical reasoning, and motivation. Students reported high satisfaction levels due to chatbots’ usability, feedback quality, and adaptability. However, some studies showed mixed or non-significant results, particularly when comparing chatbot feedback to human instructors. Challenges related to academic integrity, accuracy of responses, and stress associated with AI use were also reported. This review confirms the educational value of chatbots in digital learning contexts, while emphasizing the need for ethical safeguards, careful instructional design, and continued research to validate their long-term impact. Chatbots represent a valuable addition to the digital pedagogy toolkit when implemented with clear pedagogical alignment and user-centered principles.

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Educational Chatbots and Academic Performance: A Systematic Review of Student Outcomes in Online and Hybrid Higher Education

  • 会议论文

  • 发表日期：

    2026年

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  • Iván Claudio Suazo-Galdames,
  • Alain Manuel Chaple-Gil

摘要

Educational chatbots, particularly those powered by artificial intelligence, have emerged as promising tools for improving academic performance and enhancing student experience in online and hybrid learning environments. These systems provide personalized, adaptive interactions that support self-regulated learning and motivation, while also improving accessibility to educational resources. However, their effectiveness in real-world learning contexts remains underexplored and partially fragmented in the literature. This systematic review analyzed 15 empirical studies published between 2021 and 2025, selected from PubMed, Scopus, and Web of Science, according to PRISMA 2020 guidelines. Studies included chatbot-based interventions implemented in higher education, assessing outcomes on student academic performance and satisfaction. A narrative synthesis was conducted, supported by quality assessment using the CASP checklist and structured data extraction. The findings show that chatbot interventions were generally associated with higher academic performance and increased student satisfaction across diverse disciplines including Law, Nursing, Business, Languages, and STEM fields. Improvements were particularly notable in areas such as speaking skills, self-regulated learning, ethical reasoning, and motivation. Students reported high satisfaction levels due to chatbots’ usability, feedback quality, and adaptability. However, some studies showed mixed or non-significant results, particularly when comparing chatbot feedback to human instructors. Challenges related to academic integrity, accuracy of responses, and stress associated with AI use were also reported. This review confirms the educational value of chatbots in digital learning contexts, while emphasizing the need for ethical safeguards, careful instructional design, and continued research to validate their long-term impact. Chatbots represent a valuable addition to the digital pedagogy toolkit when implemented with clear pedagogical alignment and user-centered principles.