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Let’s Chat: Leveraging Chatbot Outreach for Improved Course Performance

 
Katharine Meyer,
Lindsay C. Page,
Catherine Mata,
Eric N. Smith,
B. Tyler Walsh,
C. Lindsey Fifield,
Michelle Tyson,
Amy Eremionkhale,
Michael Evans,
Shelby Frost,
Eye Eoun Jung

This study provides pre-registered, experimental evidence on the use of non-generative artificial intelligence (AI) chatbots to support students in large-enrollment undergraduate courses. We find the chatbot messaging increased students’ final grades and engagement with academic supports, such as tutoring. Treatment effects were generally consistent across student demographics, with the exception of treated women in a Microeconomics course, who earned final grades that were seven percentage points higher than women in the control group. This study provides evidence that integrating AI-enabled outreach and communication to students in their college courses can enhance student engagement, learning, and course performance.

Keywords
college success, college persistence, student support, higher education, academic chatbot
Education level
Post-secondary education
Topics
Pathways to and Through Postsecondary
Tags
Instructional technology
Download 06/2026
Document Object Identifier (DOI)
10.26300/es6b-sm82
EdWorkingPaper suggested citation:
Meyer, Katharine, Lindsay C. Page, Catherine Mata, Eric N. Smith, B. Tyler Walsh, C. Lindsey Fifield, Michelle Tyson, Amy Eremionkhale, Michael Evans, Shelby Frost, and Eye Eoun Jung. (). Let’s Chat: Leveraging Chatbot Outreach for Improved Course Performance. (EdWorkingPaper: -564). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/es6b-sm82

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