COMPARATIVE ANALYSIS OF USING A SCENARIO-BASED CHATBOT AND INTERNET RESOURCES IN STUDYING MATHEMATICAL ANALYSIS (BASED ON THE EXAMPLE OF A PEDAGOGICAL EXPERIMENT AT А BRANCH OF THE PLEKHANOV RUSSIAN UNIVERSITY OF ECONOMICS)

The article discusses the pedagogical feasibility and effectiveness of using chatbots as a means of digital support for teaching mathematics at the university level. A pedagogical experiment conducted at a branch of the Plekhanov Russian University of Economics is described. In the experimental group, a scenario-based chatbot was applied, while the control group utilised Internet resources, including learning management systems. Calculations of the reliability, validity, and discriminability of diagnostic tools used to determine the level of students’ academic achievement were carried out. The experimental results demonstrated that the integration of the chatbot led to a more consistent and significant improvement in students’ academic performance compared to independent use of Internet resources. At the same time, the authors revealed the need for further refinement of the educational scenario aimed at optimising students’ interaction with the digital tool.