Implementation of Artificial Intelligence–Based Chatbots for Virtual Academic Tutoring in Higher Education: A Case Study

Abstract

This study analyzes the implementation of artificial intelligence--based chatbots as a strategy for virtual academic tutoring in higher education. A mixed-methods approach was adopted through a case study conducted in the Financial Mathematics course at the Universidad Tecnológica de El Salvador. Using the Landbot platform, conversational chatbots with structured dialogue flows were designed to provide automated academic support, activity organization, and continuous asynchronous student guidance. The results reveal a highly positive student perception regarding usability, functional usefulness, and pedagogical support, highlighting improvements in learner autonomy and academic time management. However, limitations related to response personalization and reliance on internet connectivity were also identified. The study concludes that AI-driven chatbot-based tutoring represents an innovative and scalable solution with strong potential to enhance academic support processes in virtual and asynchronous higher education environments.