Tutores virtuales y chatbot como estrategia de retención estudiantil

This exploratory study aimed to analyze the perceptions of students and faculty members regarding the impact of virtual tutoring and the educational chatbot “TutoBot” on academic retention in the Software Engineering program at the University of Guayaquil. A mixed-methods approach was employed, comprising a qualitative phase (interviews and document analysis) and a quantitative phase (surveys administered to 100 students and 5 faculty members). The findings indicate that the integration of virtual tutoring and the chatbot enhances students' perception of academic support and is associated with a reduced intention to drop out. Statistical correlations revealed significant associations between tutorial support and student engagement. Although the chatbot was perceived as a valuable support tool, it does not substitute for human tutors. The study concludes that this integrated strategy strengthens student retention, provided it is supported by adequate faculty training, pedagogical planning, and technological adaptation. It is recommended to replicate this model in other academic programs and to implement improvements in the chatbot's design.