THE IMPACT OF ARTIFICIAL INTELLIGENCE-BASED CHATBOTS ON STUDENTS' LEARNING OUTCOMES
Abstract
In the modern higher education environment, the rapid development of digital technologies and the integration of generative artificial intelligence into the learning process have become one of the main factors necessitating a review of the content, organization and management mechanisms of education. These technological changes have also created new opportunities for taking into account the individual learning needs of students, personalizing learning activities and assessing academic achievements. In this regard, artificial intelligence-based chatbots (ChatGPT, Gemini, Claude, Microsoft Copilot, etc.) are of particular importance among modern digital pedagogical tools in terms of organizing a personalized learning environment, providing operational and contextual feedback, providing academic support, stimulating problem-solving activities, as well as developing critical, creative and research-oriented thinking skills. The article analyzes the theoretical, conceptual and pedagogical foundations of the application of artificial intelligence-based chatbots in higher education institutions, systematizes their potential to influence students' learning outcomes and academic achievements. In addition, issues related to academic integrity, ethical responsibility, data privacy and information security arising from the integration of artificial intelligence technologies into the higher education environment, as well as the risk of addiction that may arise from excessive use of artificial intelligence tools, are evaluated from a scientific and pedagogical perspective.