Advisers

Michael L. Bersamin, LPT

Discipline

Education

Abstract

This study explored how chatbots, AI-powered conversational tools, can enhance student engagement and understanding in learning history. Traditional methods like lectures and textbooks often fail to keep modern learners interested, especially with complex topics such as the Japanese Occupation in the Philippines during World War II. The research focuses on assessing the effectiveness of chatbots as a supplementary learning tool for second-year BSEd Social Studies students at Bestlink College of the Philippines. The study used a one-group pretest–posttest design described as true experimental, involving 41 second-year Social Studies majors. A pretest assessed prior knowledge, a chatbot-based lesson addressed the Japanese Occupation in the Philippines, and a posttest measured learning gains. A validated survey evaluated usefulness, ease of use, and user attitudes. Mean, standard deviation, frequency, and a t-test were used in the analysis. No control group or random assignment was described. The posttest mean (28.15) was higher than the pretest mean (14.34). Students reported that the chatbot was useful for independent, self-paced learning and easy to navigate, while peer support and stable internet improved use. Some preferred traditional learning, and technical problems limited system use. The result shows that the improvement was significant. Chatbots may supplement history instruction by providing interactive and self-paced learning opportunities, but they should not replace teacher-led instruction. Technical reliability, content accuracy, infrastructure, and user training require attention. Because no control group or random assignment was reported, the design should not be labeled true experimental and causal claims should remain cautious.

Keywords

educational technology, learning engagement, personalized learning, digital learning, chatbots, conversational agents, independent study, interactivity, japanese occupation in the philippines