CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant information related to the study. Such significant

information gathered from related books and other resources. In this process of data gathering

on specific studied problems, the researcher discovered that the works cited below are

significantly related to the present study.

The use of AI chatbots and conversational agents in higher education has been growing

rapidly in recent years, driven by advancements in natural language processing and artificial

intelligence technology. Chatbots are computer programs that use natural language processing

and machine learning algorithms to simulate human conversation (Mansour & Abdel - Aty,

2021). These chatbots can offer detailed feedback on student assignments, provide study

assistance, and offer personalized recommendations based on a student's learning history.

Additionally, AI chatbots can help students by providing a personalized learning experience,

assisting in developing their learning processes, and enhancing the overall learning process by

constantly being available to answer queries and exchange information about lectures,

assignments, deadlines, and other events and activities.

Furthermore, AI chatbots can support educators by answering student queries related to

the course, assignments, and deadlines, customizing content, personalizing feedback,

evaluating tests and quizzes, and providing analysis per student based on these results

(Labadze et al., 2023).One prominent example of a chatbot that is being used in education is

ChatGPT, an Al - powered conversational agent that can answer questions and provide

information on a wide range of topics.

Al - powered chatbot is being studied for its impact and effectiveness in various fields,

including answering questions, composing emails, writing essays, poems, and even code.
Despite its ability to provide general information, it acknowledges its limitations and cannot

replicate human thought processes (Metz et al., 2023).

According to Lynch (2017), "comprehension and understanding are indeed important

foundation skills, but so far, they are not helping with the development of higher - order skills in

learners of critical thinking, problem - solving, creativity, and knowledge management". As we

move forward, it is important to be aware of these challenges and take steps to address them.

As reported by Morron (2023), issues regarding the potential effects of artificial intelligence

(AI) on learning and creativity are emerging as the usage of AI in education continues to

increase. Using Al chatbots as educational tools can help students improve their academic

performances, but relying too heavily on them can limit originality. Although Al chatbots can

revolutionize education by making it more personalized and accessible, it may also reduce

critical thinking and problem - solving skills (Greene & Harper, 2023).

Antivola (2023), stated that there are negative consequences for Filipino students,

according to their experiences with the artificial intelligence chatbot. On the other hand, AJ, a

student in the humanities, utilizes AI chatbots on occasion for idea development and for

exploring new topics. However, he considers errors a challenge and rarely incorporates the

bot's comments into his work. He describes a situation in which AI chatbots offered bogus URLs

to scholarly articles and forged citations, emphasizing the hazards of depending only on AI -

generated material. Because students are increasingly using AI Chatbots and related Al

applications, some instructors are concerned about educational dishonesty and have added Al

detection techniques during examinations to assure integrity. A conservative approach to Al in

Philippine education anchored both students and teachers, stating that it can only augment

information and streamline processes at best because it lacks "human sensibilities."

According to GMA Integrated News (2023), the University of the Philippines Diliman's

teachers have expressed concerns about the use of Al chatbots, such as ChatGPT, as they fear

students may submit assignments generated by these systems and view the use of ChatGPT in
students' outputs as a form of cheating. They believe that when students submit work that has

been generated in part or in whole by an Al tool, they are misrepresenting the submission as

their original work. This can be seen as a violation of academic integrity and a threat to the

overall credibility of the academic institution. On the other hand, the University of the Philippines

Diliman's computer engineering students, Dominic Caringal and Miguel Dichoso, acknowledge

the advantages of Al but emphasize the importance of using it wisely and setting boundaries.

Additionally. Based on their experiences using ChatGPT, the answers that are provided by it are

not always accurate or comprehensive, but it can still be a helpful tool for students to gain

information about a certain topic.

Mr. Regalado (2023) The Al expert, offered a contrasting perspective, saying, "I do feel

that we shouldn't shy away from embracing new technology to improve how we do things. It can

undoubtedly assist students adjust to the shifting environment once they leave school if they are

taught how to use technologies like ChatGPT for research. He emphasized the need for human

involvement in the development of Al in order to ensure a sustainable future, emphasizing

"human in the loop" and the significance of input quality in Al output. Depending on the learning

objectives of the course, students may be encouraged to utilize ChatGPT as an additional

resource for their academic work, as long as they understand how to use it responsibly and

verify the content it produces. Utilize your own critical thinking and problem - solving skills and

seek the advice of your teachers if you're unsure,"

Students were satisfied with the AI chatbot, which was in accordance with Tavichaiyuth and

Rattagan (2021), who reported that some of the most popular and appropriate ways to assess a

chatbot’s performance are user satisfaction, while Chaipram et al. (2020) conducted the

satisfaction survey and found out that the chatbot helped students well, and students were

satisfied with the ease of use the most. Although many useful quality attributes were suggested,

there was still no guidance to determine what to apply (Radziwill & Benton, 2017).
 Vanichvasin, (2021), who found that the application of chatbot technology in education

context to promote student knowledge of research yielded positive views of the chatbot as it

created positive learning outcomes and provided better individualized learning experience while

Winkler and Söllner (2018) reported that chatbots in education promised to have a significant

good impact on learning success and satisfaction of students, which was in accordance with

Alepsis and Virvou (2011) who reported that their study showed success in the use of

conversational systems with high acceptance from students that perceived the system as a very

useful tool for education and Preecha (2020) who reported that learning with an artificial

intelligence chatbot was efficient as students can quickly find answers anytime and anywhere.

According to Liu et al., (2019), their study showed that using chatbots in education has a

positive effect on students' learning outcomes and satisfaction with the learning experience. The

study found that students were able to quickly and easily access information througth the

chatbot, which reduced their workload and increased their engagement with the material. The

chatbot was also found to be effective in providing personalized feedback and support, leading

to improved performance and higher levels of satisfaction among students. However, the study

also noted the importance of ensuring that chatbots are designed with appropriate content and

functionality to meet the specific needs of students in different educational contexts.

Chatbots have the potential to transform education by providing personalized and

immediate feedback to students, enhancing their learning experiences, and improving their

academic performance. The review, which included 26 studies, found that careful planning and

design are essential when implementing chatbots in education. Despite the promising results,

more research is needed to fully realize the benefits of chatbots in education (Pérez et al.,

2020).

As mentioned by Pérez et al., (2020), chatbots can enhance learning in a variety of ways.

First, they can give students fast, individualized feedback that will enable them to pinpoint their

areas of weakness and modify their study methods accordingly. Second, chatbots can provide
interactive and interesting educational content that can help keep students motivated and

interested in their studies. Thirdly, chatbots can offer an adaptable learning environment that

may consider various learning preferences and time constraints.

Pérez et al., (2020) suggest that chatbots can improve academic performance in several

ways. One way is through the personalized and immediate feedback that chatbots can provide,

which allows students to identify areas of weakness and make necessary improvements quickly.

Another way is using interactive and engaging educational content, which can increase

students' motivation and interest in learning. Additionally, chatbots can offer an adaptable

learning environment that can cater to different learning preferences and help students better

manage their time. Finally, chatbots can also provide additional support and resources to

students, such as study materials and practice exercises, that can help them better prepare for

exams and assignments, ultimately leading to improved academic performance.

AI - powered chatbots have the potential to improve students’ learning experiences in

Indian higher education. The authors stress the limits of traditional classroom settings and

propose that chatbots can help solve issues such as a lack of personalization and rapid

feedback. The article gives instances of successful chatbot implementations in Indian higher

education institutions and explores the potential constraints and obstacles to chatbot adoption in

education, such as ethical considerations and technical limitations. The authors suggest that AI-

powered chatbots can play a critical role in changing the future of education in India by offering

individualized learning experiences and quick feedback to students (Sandu et al., 2019).

According to Sandu et al., (2019), higher education students' learning experiences can be

improved by chatbots. First, chatbots can provide personalized educational experiences tailored

to the unique learning requirements and preferences of each student. Second, chatbots may

provide quick feedback on student performance, assisting students in identifying areas for

improvement and modifying their learning strategies as necessary. Thirdly, chatbots are
available all the time, giving students immediate assistance and guidance. By providing

interactive and immersive educational experiences as well as resources and advice that

encourage self - directed learning, such as recommending pertinent reading material or offering

study techniques, chatbots can also improve student engagement. Overall, the authors claim

that chatbots have the potential to provide students with personalized learning opportunities and

prompt feedback, thereby raising the standard of higher education in India.

While chatbots can deliver personalized and interactive content, they might not be able to

deal with each student's unique learning challenges or styles. Additionally, chatbots might not

be able to offer the kind of tailored criticism and assistance that a human teacher can. So, for

chatbot technology to effectively support individualized learning and meet the various needs of

students, it needs to be developed and modified furthermore (Haristiani, 2019).

Hossain et al., (2021) state that the use of chatbots in education has become increasingly

popular due to their potential to provide personalized support to students, improve student

engagement, and enhance the overall learning experiences. The study found that the students

who used a chatbot as a learning tool reported higher levels of satisfaction with their leaming

experience and felt that the chatbot was a helpful resource for answering their questions and

providing feedback on their work. However, the study also identified several challenges

associated with the use of chatbots in education, such as technical limitations and the need for

proper training and support for students and instructors.

According to Avendaño et al., (2020), the use of chatbots as a tool for academic purposes

has been increasing in recent years. In their study, they investigated the effectiveness of a

chatbot named "KAI" in providing academic support to student. The results of the study showed

that the students perceived KAI as helpful and user - friendly in providing answers to their

academic inquiries. However, the study also identified some limitations of KAI, such as its

inability to answer complex questions and its reliance on pre - programmed responses. The

researchers suggested that future developments of chatbots for academic purposes should
address these limitations and incorporate more advanced natural language processing

capabilities.

Similarly, M. Palattao et al., (2020), the use of chatbots as a tool for academic purposes

has become increasingly popular among students. The study aimed to investigate the

effectiveness of a chatbot named "BING" in providing academic support to students. The results

of the study showed that the students perceived Bing as helpful in providing quick and accurate

answers to their academic inquiries. Additionally, the study found that the students' satisfaction

with Bing was influenced by their assurance of its ease of use, usefulness, and reliability. The

researchers suggested that the development of chatbots for academic purposes should

consider these factors to Improve their effectiveness and promote their use among students.

J. Reyes et al., (2020) states that the use of chatbots as a tool for academic support has

become increasingly prevalent to students. The study aimed to investigate the effectiveness of a

chatbot named "Mr. Roboto" in providing academic assistance to students. The results of the

study showed that the students perceived Mr. Roboto as useful and reliable in providing

answers to their academic inquiries. The study also found that the students' satisfaction with Mr.

Roboto was influenced by their assurance of its ease of use, usefulness, and accuracy.

However, the study identified some limitations of Mr. Roboto, such as its inability to provide

personalized assistance and its reliance on pre - programmed responses. The researchers

suggested that future developments of chatbots for academic purposes should address these

limitations and incorporate more advanced natural language processing capabilities to improve

their effectiveness and promote their use among students.

Despite these limitations and challenges, Hossain et al., (2021) concluded that the use of

chatbots in education has the potential to significantly enhance the learning experience for

students and improve the overall quality of education. There is growing interest in the use of

chatbots and conversational agents in education, and there is a need for further research to

explore their potential applications and effectiveness. In particular, there is a need to investigate
the most effective ways of using ChatGPT and other chatbots to enhance students' academic

performance, as well as the challenges they face when using these tools. This information can

help educators and developers to design and develop effective strategies for integrating

chatbots into the learning environment and improving the usability and effectiveness of these

tools.

A comprehensive review by Nee et al., (2023) found that chatbots are becoming more

popular in education to increase student engagement, enable personalized learning, and ease

the strain on teachers. The paper examines numerous studies and publications on the

development and possible use of chatbots in education, noting both their advantages and

disadvantages. Chatbots can increase student engagement by providing a more interactive and

engaging learning experience that can be tailored to individual students' needs and preferences.

They can also provide 24/7 access to learning resources and support, which is particularly

useful for students with busy schedules. In terms of disadvantages, chatbots may lack the

personal connection and emotional support of human teachers or mentors and may not be able

to handle complex tasks or answer nuanced questions. Additionally, there are ethical concerns

related to data privacy and potential bias or discrimination in chatbot algorithms. The analysis

underlines the need for more investigation of chatbots' utility in education and the moral issues

raised by their use. Overall, the analysis sheds light on the potential of chatbots in education

and their influence on how education will develop in the future.