Understanding chatbot-assisted collaborative learning among female undergraduate students

Document Type

Article

Source of Publication

Discover Artificial Intelligence

Publication Date

12-1-2026

Abstract

Computer programming can be daunting for beginners due to complex concepts and syntax. Traditional teaching methods, while engaging through gamification and active learning, often lack personalized approaches. Recent advancements in artificial intelligence (AI), particularly large language models (LLMs), present new possibilities for personalized and interactive learning environments. This study introduces a chatbot-assisted collaborative learning environment (CCLE) that leverages an LLM (GPT-4) to enhance collaborative programming education. The CCLE enables real-time guidance and collaboration through natural language interactions, allowing students to work together on programming tasks, edit code collaboratively, and engage with both peers and the educational chatbot. We conducted an empirical study with 102 female students using the CCLE for programming exercises, followed by a survey assessing factors impacting the intention to use the environment. The results indicated that perceived collaboration support by the tool and participants’ personal innovativeness were strong drivers of the intention to use the tool. This study demonstrates the CCLE’s potential to improve collaborative education by fostering a more interactive and supportive learning environment.

ISSN

2731-0809

Publisher

Springer Science and Business Media LLC

Volume

6

Issue

1

Disciplines

Computer Sciences | Education

Keywords

Collaboration, Educational chatbot, Female, LLM, Programming

Scopus ID

105046108247

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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