Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies
Open accessAbstract
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were reviewed using a five-stage scoping review methodology. The findings underscore a global research interest in how students engage with AI chatbots, which is especially pronounced in Asia. The studies span diverse disciplines, with a predominance in science, technology, engineering, and mathematics disciplines. The empirical findings reveal that students perceive AI chatbots as highly useful and motivating as personal task assistants and for getting immediate feedback and help with writing, coding, and academic tasks. However, students are concerned about the accuracy and reliability of the responses from the chatbots, as well as potential negative impacts on their learning processes, critical thinking, discipline, and creativity. The purpose-driven use of AI chatbots among students and their potentially positive influence on motivation and learning processes offer insights for educators and policymakers. Our research concludes that while positive attitudes, perceptions, and critical use prevail, addressing students’ concerns is crucial for responsible AI integration in higher education.
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Students have expressed concerns about AI tools failing to capture the complexity of specific arguments or the nuances present in academic writing.
“Students have also expressed concerns about AI tools failing to capture the complexity of specific arguments or the nuances present in academic writing.”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [23]
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- Authors
- Schei, O. M., Møgelvang, A., & Ludvigsen, K.
- Affiliations
- Western Norway University of Applied Sciences (NO)
- Corresponding author
- Schei, Odin Monrad
- Venue
- Education Sciences
- Publisher
- MDPI AG
- Published
- 2024-08-22
- Volume
- 14
- Issue
- 8
- Pages
- 922
- ISSN
- 2227-7102 (ISSN-L)
- OpenAlex
- W4401886088
- Cited by
- 166
- References
- 66
- Citations by year
- 2026: 89 · 2025: 71 · 2024: 6
- FWCI
- 62.42
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Education Sciences (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- AI chatbots, student perceptions, university students, ChatGPT, generative AI in education, student motivation, critical thinking, responsible AI adoption, academic writing support, coding assistance
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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