The DeepSeek chatbot as a tool for psychological support in processing significant life events

An AI Chatbot in the Reduction of Anxiety in a Community Mental Health Center

Adaptive Chatbot Significantly Surpasses ChatGPT at Teaching and Assessing User Knowledge about Mental Health and Problematic Social Media Usage

Personal assistants, chatbots, and large language models (LLMs) increasingly pervade our society. While their main function for people is to answer questions by providing information, a new area of focus and issues was identified in this experiment. There were two main issues identified: namely, that chatbots do not adjust their responses to the user and their background, and that user comprehension is not assessed and responses therefore do not adjust to that comprehension. In this experiment, a self-assessment chatbot was created to attempt to solve this issue. 9 middle school and high school students in the United States were randomly assigned to a control group and an experimental group. Each group was given an instructional document containing information about teen mental health and social media usage. The control group was given Chat GPT to study with and the experimental group was given our self-assessment chatbot. Finally, each group was given the same posttest, scored out of 15 points. This posttest contained 15 questions about the subject material. Results showed statistically significant evidence that students who used the self-assessment chatbot scored, on average, 20.7 percentage points higher than those who used Chat GPT to study, equivalent to about 2 letter grades higher.

Design guidelines for educational chatbots: supporting international students’ acculturation in higher education

This study explored acculturative stressors experienced by HE international students studying in the UK and investigated their views on the potential of chatbots in supporting acculturation. To achieve these objectives, a two-phased mixed methods study design was designed. Firstly, 45 postgraduate international students participated in a longitudinal study across six months completing the Acculturative Stress Scale for International Students, ( Sandhu and Asrabadi, 1994 ), the Social Connectedness Scale, ( Lee and Robbins, 1995 ), and a demographics questionnaire including a measure of self-perceived English Proficiency. These measures were analysed using frequency data, repeated measures ANOVAs, and Pearson product moment coefficients. Participants were given the choice to opt in for phase two, a semi-structured interview focusing upon the use of chatbots to support acculturation in HE. 19 interviews were undertaken, and transcripts analysed using thematic analysis. Findings indicate that different acculturative stressors and their intensity impact students at different times during the adjustment process. A key assertion of this work is that belongingness and acculturative stress are strongly linked, and that belongingness relates to three levels: social, academic and institutional, all important for acculturation. As a result of these findings, this article presents recommendations on how chatbot technology can be applied as a complementary resource to HEI's current services to assist the facilitation of social connections, academic support and collaborative learning.

The Influence of Trust and Need Satisfaction on Young Adults’ Interactions with AI Chatbots for Emotional Support

While ChatGPT was primarily viewed as an efficient tool in a work context, the quantitative survey reveals a weakly significant correlation between psychological stress and openness toward the social-emotional use of chatbots.

Beyond the prompt: understanding ChatGPT outcomes through the lens of IT identity

Investigating how individuals form a sense of identity around ChatGPT finds that regular interaction with ChatGPT is associated with the development of a distinct IT identity, and the presence of sufficient resources and organizational or contextual support significantly moderates this relationship, shaping user behaviors in meaningful ways.

A Study of ChatGPT and Writing Through the Lens of Social Cognitive Theory

The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.