Assessment of using chatbot in academic advising from undergraduate students’ perspectives and a proposal for developing it. | ||||
| تکنولوجيا التربية دراسات وبحوث | ||||
| Volume 16, Issue 1, January 2025, Page 59-99 PDF (865.59 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/tessj.2025.437653 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Jielan Elsayed Kamel | ||||
| Abstract | ||||
| Chatbots become increasingly popular in the human-machine interactions because humans enable to communicate with the system by the human language, Therefore, the use of educational chatbots is in the beginning, especially in Egypt, consequently, this study aims to assess of using chatbot in academic advising from undergraduate students’ perspectives and a proposal for its development, regarding the assessment process, the study uses a mixed method approach was adopted to increase robustness through triangulation. Several forms of data collections were used: assessment scale, focus group sessions, and questionnaire, further, use a chatbot system which is Chatfuel AI that connect with telegram app which will service requests for academic advising information such as courses descriptions, GPA calculation, grade information, attendance information and financial information, regulations, etc., the participants were undergraduate students in second year at faculty of education , Ain shams university, Egypt (n=48), the results reveal that students’ perceptions regarding using chatbot were mostly beneficial and helpful to them in academic advising because of various reasons: saving time, quick respond to questions, Chatbot helps students by delivering accurate information about the bylaw, save effort, easy to use, consequently, students recommend to use it officially and the faculty support it in many areas beside academic advising, based on the results the researcher propose a development model of using chatbot in academic advising. | ||||
| Keywords | ||||
| Keywords: Chatbot; generative AI-Chatbot; academic advising; students’ perspectives | ||||
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