ArticleHeliyon2024
Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: While Emotional Intelligence (EI) demonstrably affects academic success, literature lacks exploration of how implementing chatbot in education might influence both academic performance and students' emotional intelligence, despite the evident potential of such technology. Aim: To investigate the associations between Emotional Intelligence (EI), chatbot utilization among undergraduate students. Methods: A cross-sectional approach was employed, utilizing a convenience sample of 529 undergraduate students recruited through online questionnaires. The participants completed the Trait Emotional Intelligence Questionnaire and modified and a modified versions of the unified theory of acceptance and use of technology (UTAUT) model. Results: of the 529 participants, 83.6 % (n = 440) of participants regularly used chatbot for learning. Students demonstrated a moderate average EI score (129.60 ± 50.15) and an exceptionally high score (89.61 ± 20.70) for chatbot acceptance and usage. A statistically significant (p < 0.001) positive correlation was found between chatbot usage frequency and EI total score. Gender and major emerged as significant factors, with female students (p < 0.05) and health science students (p < 0.05) utilizing chatbot less compared to male and other major students, respectively. A negative correlation (r = -0.111, p = 0.011) was observed between study hours and chatbot usage, suggesting students with higher study hours relied less on chatbot. Conclusions: The positive correlation between chatbot use and EI in this study sparks promising avenues for enhancing the learning experience. By investing in further research to understand this link and integrate AI tools thoughtfully, policymakers and educators can cultivate a learning environment that prioritizes both academic excellence and student well-being, reflecting the values and perspectives of UAE culture.
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Registered trials
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