Large Language Model Chatbots in education: Exploring literature insights on their impact and influence on learning behaviours

Since the launch of ChatGPT-3.5 in 2022, Large Language Model (LLM) chatbots have garnered significant attention in educational contexts, sparking debates about their potential benefits and drawbacks. While existing research primarily focuses on academic outcomes, there remains a notable gap in understanding how these tools influence key learning behaviours such as resilience, effort, perseverance, and challenge-seeking. This paper begins by introducing LLM chatbots and providing an overview of current literature on their impact in education, highlighting both their advantages and limitations. Underscoring a gap in research, this paper draws attention to the overlooked potential of these chatbots to influence learning behaviours which are valuable for academic and lifelong success. By examining emerging research on LLM chatbot capabilities and their impact on the learning experience through the lens of established psychological theories, such as Social Cognitive Theory and Self-Determination Theory, this paper discusses the potential influence of LLM chatbots on key learning behaviours, alongside practical and psychological challenges that may hinder their effectiveness. Bringing attention to this important, yet under-researched relationship, this paper advocates for empirical studies to explore the relationship between LLM chatbots and learning behaviours, as this understanding is vital for the ethical and effective integration of these technologies in educational settings.Keywords: ChatGPT in education; learning behaviours; LLM chatbots in education; Social Cognitive Theory; Self-determination TheoryPart of the Special Issue Generative AI and education <https://doi.org/10.21428/8c225f6e.0390b853>