Comparative Evaluation of Intelligent Chatbots and Intelligent Tutoring Systems in Enhancing Management Education Learning Outcomes in Universities of Southeast Nigeria

Artificial intelligence (AI) is increasingly being used in higher education to improve instructional delivery, facilitate personalized learning, and boost learner engagement. However, empirical research on the instructional benefit of specific AI tools in management education in developing-country environments is lacking. The study investigated the perspectives of business education students on two prominent AI applications; Intelligent Chatbots (ICBs) and Intelligent Tutoring Systems (ITSs) in the delivery of management education curriculum in the federal universities in Southeast Nigeria. This study, which was based on the constructivist and connectivist learning theories, the study employed a descriptive survey research design, involving 155 second year business education students from three purposively selected federal universities. Data were obtained using the Intelligent Chatbots and Intelligent Tutoring Systems Usage Scale (ICBITSUS), a validated instrument with a Cronbach’s alpha reliability coefficient of 0.88. Descriptive statistics (mean and standard deviation) was utilized to answer the study questions and paired-samples t-test was employed to evaluate the hypothesis at 0.05 level of significance. The results showed that students preferred Intelligent Chatbots (overall mean = 4.85) more considerably than Intelligent Tutoring Systems (overall mean = 3.06). The paired-samples t-test also showed a significant difference in favour of chatbots (t = 5.21, p < .001). Students rated chatbots as more effective in delivering instant feedback, offering access to learning materials, supporting personalized learning and increasing learner engagement, whereas ITSs were rated as effective, especially in fostering learner motivation and autonomy. The study concluded that intelligent chatbots have more pedagogical value than intelligent tutoring systems among management education students in Nigerian universities. The study recommends that institutions should invest more in conversational AI, improve digital infrastructure, continuously develop faculty capacity, and revamp ITS platforms to boost interactivity, adaptability, and learner-centered instructional assistance.