Scaling Student Support with Conversational Artificial Intelligence. EdWorkingPaper No. 26-1409
Saved in:
| Title: | Scaling Student Support with Conversational Artificial Intelligence. EdWorkingPaper No. 26-1409 |
|---|---|
| Language: | English |
| Authors: | Catherine Mata, Emily Russell, Lindsay C. Page, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Kresge Foundation |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Synchronous Communication, Technology Uses in Education, Urban Universities, Public Colleges, School Size, Student Attitudes, State Universities, Program Implementation, Sustainability, Program Effectiveness, Learner Engagement, Student College Relationship, Communication (Thought Transfer) |
| Geographic Terms: | California (Los Angeles) |
| Abstract: | AI-enabled chatbots are increasingly used to support student success, yet evidence on their long-term sustainability and impacts remains limited. We examine the implementation of an AI-enabled text-messaging chatbot at a large, urban public university. Drawing on system observation, discussions with administrators, and a four-year randomized controlled trial, we assess institutional conditions for sustained implementation, student receptivity over time, and effects on academic outcomes. We find that centralized ownership and flexible communication are critical for sustainability. Students remain receptive over time, and impacts are concentrated in improved completion of time-sensitive administrative tasks, with no detectable effects on academic performance or persistence. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | ED681875 |
| Database: | ERIC |
| Abstract: | AI-enabled chatbots are increasingly used to support student success, yet evidence on their long-term sustainability and impacts remains limited. We examine the implementation of an AI-enabled text-messaging chatbot at a large, urban public university. Drawing on system observation, discussions with administrators, and a four-year randomized controlled trial, we assess institutional conditions for sustained implementation, student receptivity over time, and effects on academic outcomes. We find that centralized ownership and flexible communication are critical for sustainability. Students remain receptive over time, and impacts are concentrated in improved completion of time-sensitive administrative tasks, with no detectable effects on academic performance or persistence. |
|---|
