Are Artificially Intelligent Conversational Chatbots Uniformly Effective in Reducing Summer Melt? Evidence from a Randomized Controlled Trial

Autor/inn/en	Nurshatayeva, Aizat; Page, Lindsay C.; White, Carol C.; Gehlbach, Hunter
Titel	Are Artificially Intelligent Conversational Chatbots Uniformly Effective in Reducing Summer Melt? Evidence from a Randomized Controlled Trial
Quelle	In: Research in Higher Education, 62 (2021) 3, S.392-402 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nurshatayeva, Aizat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-021-09633-z
Schlagwörter	Artificial Intelligence; Computer Mediated Communication; College Freshmen; Enrollment; Intervention; Student Financial Aid; Navigation (Information Systems) + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Computerkonferenz; Studienanfänger; Einschulung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	Our field experiment extends prior work on college matriculation by testing the extent to which an artificially intelligent (AI) chatbot's outreach and support to college students (N = 4442) reduced summer melt and improved first-year college enrollment at a 4-year university. Specifically, we investigate which students the intervention proves most effective for. We find that the AI chatbot increased overall success with navigating financial aid processes, such that student take up of educational loans increased by four percentage points. This financial aid effect was concentrated among would-be first-generation college goers, for whom loan acceptances increased by eight percentage points. In addition, the outreach increased first-generation students' success with course registration and fall semester enrollment each by three percentage points. Our findings suggest that proactive chatbot outreach to students is likely to be most successful in reducing summer melt among those who may need the chatbot support the most. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01