Psychological and Pedagogical Aspects of Student Interaction with Chatbots in the Process of Independent Learning

Abstract

The study aimed to identify the characteristics of psychological and pedagogical interaction between students and chatbots in the process of independent learning, considering cognitive load, motivational factors, personalisation of learning, and the effectiveness of digital feedback. The methodology included content analysis, comparative analysis of educational policies, structural and functional analysis, and theoretical modelling of the chatbots Khanmigo, Woebot, Mondly, and ELSA Speak, which identified the advantages and limitations of each in the context of developing learning autonomy. The study demonstrated that chatbots combined task adaptability with pedagogically sound prompts, instant feedback, and the ability to respond emotionally. For instance, Khanmigo optimised cognitive load by gradually increasing the complexity of the material, Woebot provided psychological support in conditions of anxiety, and ELSA Speak demonstrated a high level of personalisation through the analysis of speech behaviour. An analysis of five key international educational documents identified the regulatory framework within which the state should support the implementation of artificial intelligence (AI) in higher education. The study emphasised the institutional integration of AI tools into the learning environment and the need to develop the digital competencies of teachers. The documents emphasised the significance of ethical use of chatbots and transparency of algorithms and highlighted the role of digital tools in shaping independent thinking, criticality, and value awareness among students. The study determined that combining chatbots with the structured CAMELEON pedagogical model creates an effective environment for independent student activity, reducing overload, increasing interest, and promoting the development of self-regulation. The practical significance of the study is determined by the fact that its results can be used by teachers, developers of educational platforms, and administrations of higher education institutions to integrate chatbots into students' independent learning activities, incorporating psychological and pedagogical needs and digital strategies