ChatGPT Told Me to Say It: AI Chatbots and Class Participation Apprehension in University Students.
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| Title: | ChatGPT Told Me to Say It: AI Chatbots and Class Participation Apprehension in University Students. |
|---|---|
| Authors: | Akiba, Daisuke1 (AUTHOR) |
| Source: | Education Sciences. Jul2025, Vol. 15 Issue 7, p897. 14p. |
| Subject Terms: | *Student engagement, *Educational psychology, *Qualitative research, *College students, *Anxiety, Chatbots |
| Abstract: | The growing prevalence of AI chatbots in everyday life has prompted educators to explore their potential applications in promoting student success, including support for classroom engagement and communication. This exploratory study emerged from semester-long observations of class participation apprehensions in an introductory educational psychology course, examining how chatbots might scaffold students toward active and independent classroom contribution. Four students experiencing situational participation anxiety voluntarily participated in a pilot intervention using AI chatbots as virtual peer partners. Following comprehensive training in AI use and prompt design given to the entire class, participants employed systematic consultation frameworks for managing classroom discourse trepidations. Data collection involved regular instructor meetings documenting student experiences, challenges, and developmental trajectories through qualitative analysis emphasizing contextual interpretation. While students reported general satisfaction with chatbot integration, implementation revealed three critical complexities: temporal misalignment between AI consultation and real-time discussion dynamics; feedback inflation creating disconnects between AI reassurance and classroom reception; and unintended progression from supportive scaffolding toward technological dependency. Individual outcomes varied, with some students developing independence while others increased reliance on external validation. AI-assisted participation interventions demonstrate both promise and limitations, requiring careful consideration of classroom dynamics. Effective implementation necessitates rehearsal-based rather than validation-focused applications, emphasizing human mentorship and community-centered approaches that preserve educational autonomy while leveraging technological scaffolding strategically. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186965256 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ChatGPT Told Me to Say It: AI Chatbots and Class Participation Apprehension in University Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Akiba%2C+Daisuke%22">Akiba, Daisuke</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jul2025, Vol. 15 Issue 7, p897. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The growing prevalence of AI chatbots in everyday life has prompted educators to explore their potential applications in promoting student success, including support for classroom engagement and communication. This exploratory study emerged from semester-long observations of class participation apprehensions in an introductory educational psychology course, examining how chatbots might scaffold students toward active and independent classroom contribution. Four students experiencing situational participation anxiety voluntarily participated in a pilot intervention using AI chatbots as virtual peer partners. Following comprehensive training in AI use and prompt design given to the entire class, participants employed systematic consultation frameworks for managing classroom discourse trepidations. Data collection involved regular instructor meetings documenting student experiences, challenges, and developmental trajectories through qualitative analysis emphasizing contextual interpretation. While students reported general satisfaction with chatbot integration, implementation revealed three critical complexities: temporal misalignment between AI consultation and real-time discussion dynamics; feedback inflation creating disconnects between AI reassurance and classroom reception; and unintended progression from supportive scaffolding toward technological dependency. Individual outcomes varied, with some students developing independence while others increased reliance on external validation. AI-assisted participation interventions demonstrate both promise and limitations, requiring careful consideration of classroom dynamics. Effective implementation necessitates rehearsal-based rather than validation-focused applications, emphasizing human mentorship and community-centered approaches that preserve educational autonomy while leveraging technological scaffolding strategically. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186965256 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15070897 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 897 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: College students Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Chatbots Type: general Titles: – TitleFull: ChatGPT Told Me to Say It: AI Chatbots and Class Participation Apprehension in University Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Akiba, Daisuke IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 7 Titles: – TitleFull: Education Sciences Type: main |
| ResultId | 1 |
