Design, implementation, and evaluation of a chatbot to enhance inclusive learning through universal design for learning in university students

Abstract

Currently, there are various artificial intelligence tools, such as natural language processors, which are used to enhance teaching and learning processes. In this context, the use of virtual assistants is becoming increasingly common in higher education institutions. This study addresses the design, implementation, and evaluation of a chatbot designed to improve inclusive learning in university students. This artificial intelligence-based system was implemented with undergraduate and postgraduate students in the field of education at Universidad Europea de Madrid. To achieve this, an exploratory and descriptive study with a mixed-methods approach was conducted. A self-perception questionnaire was used as a research instrument to evaluate usability, accuracy, interaction, utility, and satisfaction criteria, along with gathering qualitative feedback. The results revealed highly positive student evaluations of the chatbot, consistently surpassing average ratings of 4.2 out of 5. Furthermore, the correlation between satisfaction with the chatbot and other questions regarding usability, accuracy, interaction, and utility showed direct and significant correlations in all cases. In conclusion, this virtual and conversational assistant proves to be a valuable practice in future chatbot designs for enhancing inclusive learning based on Universal Design for Learning.