Abstract. This study evaluated the effectiveness of ARALBOT, a chatbot-based learning system designed to support student engagement and learning through interactive quizzes and chat-based interaction. The system was developed to provide an accessible and engaging learning tool that students can use through their mobile devices. Grounded in Constructivist Learning Theory and Self-Determination Theory, the study examined students’ experiences and perceptions when using ARALBOT as a supplementary educational tool. A quantitative–descriptive research design was employed to assess the usability and effectiveness of the system. Data were gathered from students who interacted with ARALBOT and evaluated their experience using a Likert-scale questionnaire. Descriptive statistics, particularly mean scores, were used to analyze the responses and determine the level of students’ overall experience with the system. The results showed that students generally had a positive perception of ARALBOT. The overall experience obtained a mean score of 3.5122, which falls within the high category. Students reported that ARALBOT was useful, comfortable to use, and enjoyable for learning. The interactive features of the chatbot and the accessibility through mobile devices contributed to a favorable learning experience among the participants. The findings suggest that chatbot-based learning tools such as ARALBOT can support student engagement and provide an alternative platform for interactive learning. The study recommends further enhancement of chatbot-based educational systems and encourages educators to consider integrating similar technologies to supplement traditional teaching methods. Keywords: ARALBOT, Educational Chatbot, Chatbot-Based Learning, Mobile Learning
Jandee R. Bonifacio (2026) studied this question.