INSTRUCTIONAL CHATBOT PRACTISE IN DISTANCE EDUCATION AND INVESTIGATION OF ITS ROLE IN THE LEARNING PROCESS

This study investigates the impact and role of an instructional chatbot, ARUChatbot, in a distance education setting. Using a sequential explanatory mixed-methods design, the research involved 130 students from Ardahan University’s Basic Information Technologies course. Participants were selected through purposive sampling. Quantitative data were collected via achievement tests and log records, while qualitative data were obtained through focus group interviews. Findings indicate that ARUChatbot positively influences students’ academic achievement. Students utilized the chatbot for activities such as information retrieval, completing assignments, class preparation, and content reinforcement. The findings indicate that ARUChatbot sees higher demand during busy periods like exam weeks and effectively supports students’ assignment needs, with increased usage as deadlines approach. Qualitative data revealed that students appreciated the chatbot’s instant response and concise information delivery. However, some students criticized its text-based nature and requested enhancements, including visual or auditory support and mobile access. The reluctance of some students to use the chatbot was linked to insufficient promotion and training. This study suggests that instructional chatbots like ARUChatbot can effectively support academic achievement and meet students’ learning needs, particularly during high-demand periods. In the qualitative findings, the chatbot’s features of providing immediate responses and delivering concise, relevant information were positively received by the students. However, the text-based interaction and certain limitations were criticized. Students have requested improvements such as visual or audio input-output support and mobile application accessibility.