The Impact of GenAI Chatbots on Student Learning in Higher Education: A Literature Review
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| Title: | The Impact of GenAI Chatbots on Student Learning in Higher Education: A Literature Review |
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| Language: | English |
| Authors: | Merete Badger (ORCID |
| Source: | International Journal of Technology in Education. 2026 9(1):43-69. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Literature Reviews, Higher Education, Artificial Intelligence, Intelligent Tutoring Systems, Influence of Technology, Computer Uses in Education, Educational Technology, Ethics, Integrity, Critical Thinking, Meta Analysis, Learner Engagement, Student Motivation, Self Efficacy, Self Management, Comprehension, Problem Solving, Academic Achievement |
| ISSN: | 2689-2758 |
| Abstract: | The integration of generative AI (GenAI) chatbots in Higher Education raises questions about the impact of the new technology on student learning. This systematic literature review synthesizes findings from 49 empirical studies published between 2022 and 2024, focusing on how GenAI chatbots influence key dimensions of student learning, including motivation, engagement, self-efficacy, self-regulation, comprehension, critical thinking, problem-solving, and learning performance. Results indicate that GenAI chatbots can enhance learning by providing personalized support, immediate feedback, and opportunities for self-directed learning. However, concerns persist regarding over-reliance on AI, reduced critical thinking, and academic integrity. The review highlights that guided and pedagogically sound integration of GenAI tools is essential to maximize benefits and mitigate risks. These findings underscore the importance of developing AI literacy and ethical usage guidelines to support meaningful and equitable learning experiences in Higher Education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494030 |
| Database: | ERIC |
| Abstract: | The integration of generative AI (GenAI) chatbots in Higher Education raises questions about the impact of the new technology on student learning. This systematic literature review synthesizes findings from 49 empirical studies published between 2022 and 2024, focusing on how GenAI chatbots influence key dimensions of student learning, including motivation, engagement, self-efficacy, self-regulation, comprehension, critical thinking, problem-solving, and learning performance. Results indicate that GenAI chatbots can enhance learning by providing personalized support, immediate feedback, and opportunities for self-directed learning. However, concerns persist regarding over-reliance on AI, reduced critical thinking, and academic integrity. The review highlights that guided and pedagogically sound integration of GenAI tools is essential to maximize benefits and mitigate risks. These findings underscore the importance of developing AI literacy and ethical usage guidelines to support meaningful and equitable learning experiences in Higher Education. |
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| ISSN: | 2689-2758 |
