2026-04-17T11:01:12Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/77532023-07-13T00:05:17Zcom_10259_4219com_10259_5086com_10259_2604com_10259_5841col_10259_4220col_10259_5842

00925njm 22002777a 4500 dc Sáiz Manzanares, María Consuelo author Marticorena Sánchez, Raúl author Martín Antón, Luis Jorge author González Díez, Irene author Almeida, Leandro author 2023-01 Chatbots are a promising resource for giving students feedback and helping them deploy metacognitive strategies in their learning processes. In this study we worked with a sample of 57 university students, 42 undergraduate and 15 Master's degree students in Health Sciences. A mixed research methodology was applied. The quantitative study analysed the influence of the variables educational level (undergraduate vs. master's degree) and level of prior knowledge on the frequency of chatbot use (low vs. average), learning outcomes, and satisfaction with the chatbot's usefulness. In addition, we examined whether the frequency of chatbot use depended on students' metacognitive strategies. The qualitative study analysed the students' suggestions for improvement to the chatbot and the type of questions it used. The results indicated that the level of degree being studied influenced the frequency of chatbot use and learning outcomes, with Master's students exhibiting higher levels of both, but levels of prior knowledge only influenced learning outcomes. Significant differences were also found in students' perceived satisfaction with the use of the chatbot, with Master's students scoring higher, but not with respect to the level of prior knowledge. No conclusive results were found regarding frequency of chatbot use and the levels of students' metacognitive strategies. Further studies are needed to guide this research based on the students' suggestions for improvement. 2405-8440 http://hdl.handle.net/10259/7753 10.1016/j.heliyon.2023.e12843 Chatbot Prior knowledge Metacognitive strategies Higher education Effective learning Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning