Investigating influence of chatbot on student learning at one of the rural universities in South Africa

Purpose. The purpose of this research is to examine the impact of chatbot technology on students’ learning at Walter Sisulu University (WSU), South Africa. As artificial intelligence becomes increasingly integrated into higher education, chatbots have emerged as potential tools to support learning, improve engagement, and offer real-time academic assistance. Methodology. This study employed a mixed-methods approach, combining quantitative surveys distributed to undergraduate students with qualitative interviews conducted with both students and academic staff. Results. The findings indicate that chatbots enhance students’ learning by providing immediate responses to academic queries, promoting self-directed learning, and improving access to learning materials. However, challenges such as inconsistent internet access, limited digital literacy, and low awareness of available chatbot tools were identified as barriers to effective use. The study also revealed a general willingness among students to adopt chatbot-assisted learning if better support and training were provided. Conclusions. These results suggest that while chatbot technology holds promise for improving educational outcomes, successful implementation at WSU requires addressing infrastructural and support-related challenges. The findings provide valuable insights for university policymakers, educators, and developers aiming to optimize AI-driven tools for enhanced teaching and learning in under-resourced educational contexts.