AI Chatbots in Education: A Case Study at University Mohammed First

Abstract

Artificial intelligence is reshaping higher education, encouraging institutions to explore new tools that can enrich learning and respond to emerging needs. Among these tools, AI-powered chatbots are often seen as promising supports for students, offering accessible, personalized, and interactive forms of assistance. This study examines how students perceive the potential role of chatbots in their learning experience, with a focus on three dimensions: expected adoption, anticipated pedagogical value, and concerns related to technical and ethical issues. Drawing on the Technology Acceptance Model, the Uses and Gratifications Theory, and socio-constructivist perspectives, the research provides a framework for understanding these perceptions. Based on a quantitative survey at University Mohammed First, the findings highlight both the opportunities students associate with chatbots such as guidance, resource access, and engagement and the reservations they express regarding accuracy, data protection, and fairness. The study aims to inform reflections on the responsible and meaningful integration of AI in higher education.