Impact of AI Chatbots in the Education Sector of Bangladesh
DOI:
https://doi.org/10.54536/ajet.v5i2.7335Keywords:
AI in Education, Bangladesh, ChatGPT, Educational Technology, GeminiAbstract
The rapid global adoption of AI chatbots has prompted growing interest in their role in education. However, most existing research comes from developed countries, leaving a significant gap in our understanding of how these tools are being adopted in contexts shaped by socio-economic inequality, gender disparities, and uneven access to technology. Bangladesh represents one such context, where empirical research on AI chatbot adoption and its academic implications among university students remains very limited. This study addresses that gap using a mixed methods design, combining semi-structured interviews with a cross-sectional survey of 297 university students selected through convenience sampling. The findings reveal that factors like computer ownership, comfort with technology, and gender significantly shape who adopts AI chatbots and how often. Among those who do, using chatbots for study assistance, exam practice, and accessing correct answers is significantly linked to improved academic performance. These results extend the Technology Acceptance Model to a developing country setting by surfacing equity-related barriers that standard adoption frameworks do not capture. The findings point to a clear need for digital literacy programs aimed at female and lower-income students, better integration of chatbots into exam preparation, and policies that make AI tools more accessible across all socio-economic groups in Bangladesh.
Downloads
References
Adamopoulou, E., & Moussiades, L. (2020). Chatbots: History, technology, and applications. Machine Learning with Applications. Volume 2, 100006.
Adamska, I. (2023, August 2). Online learning vs traditional learning: exploring the key differences. Retrieved from Samelane: https://samelane.com/blog/traditional-learning-vs-online-learning/
Adeshola, I., & Adepoju, A. P. (2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments , 1-14.
Alam, M., & Hossain, S. (2025). Impact of Regional and Socioeconomic Disparities on Digital Divide in Bangladesh: A Study on Demographic and Technological Inequities. SSRN. https://doi.org/10.2139/ssrn.5465734
Baidoo-anu, D., & Ansah, L. O. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 52-62.
Cayetano, N. A., Dios, F. C., Francisco, L. M., Hernandez, I. Z., Sequito, F. L., Sevilla, S. M., & Sison, L. B. (2025). The Effect of Chatgpt 3.0 as a Personalized Learning Tool in Answering Atomic Structure Assessments. American Journal of Education and Technology, 4(3). https://doi.org/10.54536/ajet.v4i3.4700
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology Available to Purchase. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Drexel University. (2024). THE BENEFITS OF ONLINE EDUCATION IN A VIRTUAL CLASSROOM. Retrieved from Drexel University: https://drexel.edu/soe/resources/student-teaching/advice/benefits-of-online-and-virtual-learning/
Fathema, N., Shannon, D., & Ross, M. (2015). Expanding The Technology Acceptance Model (TAM) to Examine Faculty Use of Learning Management Systems (LMSs) In Higher Education Institutions. MERLOT Journal of Online Learning and Teaching , 11(2). https://doi.org/https://jolt.merlot.org/Vol11no2/Fathema_0615.pdf
Flack, C. (2019, March 31). THIS IS HOW AI IS TRANSFORMING THE EDUCATION LANDSCAPE. Retrieved from Mystory: https://yourstory.com/mystory/this-is-how-ai-is-transforming-the-education-lands-6wr1b0uae8
Florence. (2024). Florence Your health assistant. Retrieved from Florence: https://florence.chat/
Gilliland, N. (2016, August 12). Domino’s introduces ‘Dom the Pizza Bot’ for Facebook Messenger. Retrieved from Econsultancy: https://econsultancy.com/domino-s-introduces-dom-the-pizza-bot-for-facebook-messenger/
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
GSMA. (2022). The Mobile Gender Gap Report 2022. Retrieved from GSMA: https://www.gsma.com/solutions-and-impact/connectivity-for-good/external-affairs/gsma_resources/the-mobile-gender-gap-report-2022/
Hetler, A. (2024). ChatGPT. Retrieved from TechTarget: https://www.techtarget.com/whatis/definition/ChatGPT
Hien, H. T., Cuong, P.-N., Nam, L. N., Nhung, H. L., & Thang, L. D. (2018). Intelligent Assistants in Higher-Education Environments: The FIT-EBot, a Chatbot for Administrative and Learning Support. Proceedings of the 9th International Symposium on Information and Communication Technology (pp. 69-76). Association for Computing Machinery,New York, United States.
Iowa State University. (2024). Traditional (Face-to-Face) Teaching. Retrieved from Iowa State University: https://www.celt.iastate.edu/instructional-strategies/teaching-format/traditional-face-to-face/
Josep, G. (2019, July 12). 5 Reasons Why Online Learning is the Future of Education in 2024. Retrieved from educations.com: https://www.educations.com/articles-and-advice/5-reasons-online-learning-is-future-of-education-17146
k, V. (2020, May 4). Examples and Best use cases of chatbots in Banking Industry. Retrieved from Medium: https://medium.com/voice-tech-podcast/examples-and-best-use-cases-of-chatbots-in-banking-industry-1a46cebdb0cd
Kasmad, R., Priyanto, A., Kuncoro, S., & Rahmawaty, D. (2023). Massive Open Online Courses (MOOCs) as Catalysts of Change in Education During Unprecedented Times: A Narrative Review. Jurnal Penelitian Pendidikan IPA, 53-63.
katyara, P., Soomro, S., Naich, M., & Harjani, N. D. (2025). Artificial Intelligence in Education: Insights from Thematic Analysis on Personalization,. Journal of Innovative Research, 3(5), 44-54. https://doi.org/10.54536/jir.v3i3.5849
keenethics. (2024). OneRemission. Retrieved from keenethics: https://keenethics.com/project-one-remission
Khan, M. S., Umer, H., & Faruqe, F. (2024). Artificial intelligence for low income countries. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-024-03947-w
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 56. https://doi.org/10.1186/s41239-023-00426-1
Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences.
Ma, Q., & Liu, L. (2005). The Technology Acceptance Model: A Meta-Analysis of Empirical Findings. In Advanced Topics in End User Computing, Volume 4 (pp. 112-128). IGI Global Scientific Publishing.
McQuarrie, L. (2016, May 19). Burger-Ordering Chatbots. Retrieved from Trendhunter: https://www.trendhunter.com/trends/ai-chatbot
Naoley, S. (2023, March 17). Leverage AI For Personalized eLearning Experiences. Retrieved from eLearning Industry: https://elearningindustry.com/leverage-ai-for-personalized-elearning-experiences
Palanica, A., Flaschner, P., Thommandram, A., Li, M., & Fossat, Y. (2019). Physicians’ Perceptions of Chatbots in Health Care: Cross-Sectional Web-Based Survey. Journal of Medical Internet Research.
Parrish, N. (2019, May 15). Ensuring That Instruction Is Inclusive for Diverse Learners. Retrieved from edutopia: https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners/
Rashed, R., Ali, M. M., Sharmin, S., Bhuyan, M. S., Adnan, M. A., Iqbal, A., . . . Islam, A. B. (2025). Bridging the Last Mile: Unpacking the Rural Digital Divide in Bangladesh. COMPASS '25: Proceedings of the ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies. https://doi.org/10.1145/3715335.3735463
Tang, B. L. (2023). The underappreciated wrong of AIgiarism - bypass plagiarism that risks propagation of erroneous and bias content. Excli Journal, 907-910. https://doi.org/10.17179/excli2023-6435
Thompson, S. (2023, September 11). Augmented and Virtual Reality: The Future of Learning Experiences. Retrieved from VirtualSpeech: https://virtualspeech.com/blog/augmented-virtual-reality-future-of-learning-experience
UoPeople. (2022, July 11). What is a Traditional Classroom? How is it Evolving in the Digital Times? Retrieved from University of the People: https://www.uopeople.edu/blog/what-is-a-traditional-classroom/
VergeAI. (2024, April 3). How Teachers Can Use AI and Chatbots To Make Their Lives Easier. Retrieved from verge-ai: https://verge-ai.com/blog/how-teachers-can-use-ai-and-chatbots-to-make-their-lives-easier/
Youper. (2024). Empathetic, safe, and clinically validated chatbot for mental healthcare. Retrieved from Youper: https://www.youper.ai/
Yu, C., Yan, J., & Cai, N. (2024). ChatGPT in higher education: factors influencing ChatGPT user satisfaction and continued use intention. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1354929
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ahmad Asif Sami, Tasneema Afrin
This work is licensed under a Creative Commons Attribution 4.0 International License.
