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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
Language: English
Authors: Merete Badger (ORCID 0000-0002-2072-8619), Nuria López (ORCID 0009-0005-7123-2882), Camilla Falk Rønne Nissen (ORCID 0009-0007-6092-8731)
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
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  Data: The Impact of GenAI Chatbots on Student Learning in Higher Education: A Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Merete+Badger%22">Merete Badger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2072-8619">0000-0002-2072-8619</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nuria+López%22">Nuria López</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-7123-2882">0009-0005-7123-2882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Camilla+Falk+Rønne+Nissen%22">Camilla Falk Rønne Nissen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6092-8731">0009-0007-6092-8731</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(1):43-69.
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  Data: 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
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1494030
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      – Text: English
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        PageCount: 27
        StartPage: 43
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Influence of Technology
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Meta Analysis
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Motivation
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      – SubjectFull: Self Efficacy
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