The Academic Intensity Use of Chatbot-Based Artificial Intelligence and Its Relation to Academic Well-Being: A Correlational Study at the University of Jordan

Abstract

In terms of artificial intelligence (AI) applications, chatbot-based AI such as ChatGPT have the potential to improve students’ academic well-being and success. Despite the wide spread of chatbot-based AI development, no studies have explored their correlation with psychological constructs in the realm of education. This study aimed to measure the academic intensity use of chatbot-based AI and academic well-being among undergraduates and investigate the correlation between these constructs. The data was gathered using a self-administered web-based questionnaire, which includes the Academic Well-Being Scale and the developed academic intensity use of chatbot-based AI scale (AIUCA). The study sample consists of 340 undergraduates from the School of Educational Science. The findings revealed a moderate level of usage of chatbot-based AI and a moderate level of academic well-being among undergraduates. It also demonstrated a significant positive correlation (r = 0.68) between the intensity use of chatbot-based AI and academic well-being (p < 0.01). These results recommend decision-makers in higher education encourage students to integrate chatbot-based AI with their learning processes and activities to improve their academic well-being.