Impacts of AI Chatbots on Students’ Learning Outcomes, Cognitive Skills, and Learning Emotions in a Computer-Supported Collaborative Learning Process

This study investigated the effects of incorporating an affective chatbot as a member in computer-supported collaborative learning (CSCL) environments. Undergraduate students engaged in collaborative learning activities alongside software chatbots, allowing analysis of how the chatbots influenced learning behaviors. A concrete framework and analysis methods were proposed for implementing affective chatbots in CSCL settings. Students participated in collaborative discussions involving both human peers and chatbot participants. Their behavioral patterns, emotional states, and thoughts during the online collaborative processes were analyzed. The results showed that collaborative learning with chatbots enhanced students’ reflection, critical thinking, creativity, and problem-solving abilities. Students exhibited more active learning participation, increased cohesion and group aggregation, and more positive emotions when chatbots were involved. Notably, no significant difference was found in improving examination results. The findings provide insights into potential human-robot coexistence scenarios and collaborative learning implications for the future.