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. 2024 May 31;10(11):e31952.
doi: 10.1016/j.heliyon.2024.e31952. eCollection 2024 Jun 15.

Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE

Sultan M Mosleh  1   2 , Fton Ali Alsaadi  1 , Fatima Khamis Alnaqbi  1 , Meirah Abdullrahman Alkhzaimi  1 , Shamma Waleed Alnaqbi  1 , Waed Mohammed Alsereidi  1
Affiliations

Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE

Sultan M Mosleh et al. Heliyon. .

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.

Keywords: Artificial intelligence; Chatbot; Emotional intelligence; Undergraduate education.

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Conflict of interest statement

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

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