Chatbots on Emotional and Social Skills; Are they really improving Student`s Learning?

Abstract

This study investigates the interplay between chatbot utility (CU), emotional and social skills (ESS), and teacher support (TS) in influencing students’ academic performance in higher education. As artificial intelligence becomes increasingly embedded in educational settings, chatbots have emerged as personalized tools for learning assistance. However, their effectiveness is contingent upon students' emotional intelligence and the presence of supportive teacher engagement. Drawing on the SAC (Student-AI-Content) model, this research examines how CU and ESS jointly impact academic outcomes and how TS mediates this relationship. A quantitative methodology was employed using a structured equation modeling (SEM) approach. Data were collected from 236 computer science students in Karachi, Pakistan, who are considered adept in using AI tools. The findings confirm that CU and ESS significantly predict perceived teacher support, which in turn strongly influences academic performance. The study concludes that while chatbot integration in education holds promise, its effectiveness is optimized through the cultivation of emotional competencies and consistent teacher support. The research offers critical implications for AI integration in educational practices, emphasizing the need for holistic learning environments that blend technology with human relational elements.