Evaluating the Impact of AI Chatbots on Student Learning Outcomes at the Diplomatic Academy of Vietnam

Abstract

This study rigorously assesses the impact of Artificial Intelligence (AI) integration, specifically through chatbots, on student learning outcomes at the Diplomatic Academy of Vietnam. Employing a mixed-methods approach, the research systematically investigates how these AI tools affect language proficiency, critical thinking abilities, and student engagement among 520 undergraduate students enrolled in diplomatic training courses across various disciplines, including international relations, economics, communication, and linguistics. The analysis is grounded in several educational theories: Constructivist Learning Theory underscores the interactive, student-centered learning experiences enabled by chatbots; the Technology Acceptance Model (TAM) explains their adoption based on perceived usefulness and ease of use; Self-Determination Theory (SDT) evaluates how chatbots influence students’ motivation by supporting autonomy, competence, and relatedness; and Cognitive Load Theory assesses how chatbots help manage cognitive effort, enhancing comprehension and retention. Findings from pre- and post-tests reveal statistically significant improvements in student performance, while surveys and interviews highlight increased engagement and confidence in using AI-driven learning tools. However, challenges such as feedback accuracy limitations, technical constraints, and concerns about over-reliance on AI are also noted. This study provides evidence-based insights into the benefits and challenges of AI chatbots in diplomatic education, offering strategies for balancing AI-driven and traditional teaching methods to optimize learning. By addressing the gap in research on AI’s role in specialized education, this paper contributes valuable recommendations for enhancing curriculum design and AI adoption in higher education, particularly in fields requiring critical thinking and professional communication skills.