ACADEMIC CHATBOTS, DIGITAL LITERACY, LEARNING MOTIVATION, AND STUDENT AUTONOMY IN INDONESIAN HIGHER EDUCATION
Keywords:
academic chatbots; digital literacy; learning motivation; self-directed learning; higher educationAbstract
This article analyzes the impact of academic chatbots on digital literacy, learning motivation, and student autonomy in Indonesian higher education. Using an integrative conceptual review, the study synthesizes recent literature on educational chatbots, generative AI, self-regulated learning, digital competence, and academic integrity. The results indicate that academic chatbots can improve feedback immediacy, conceptual clarification, and learner confidence when embedded in guided learning design. However, benefits decline when students use chatbots as answer engines rather than cognitive partners. The article proposes a model in which chatbot usefulness is mediated by prompt literacy, verification behavior, lecturer guidance, and assessment design. The study recommends that universities shift from prohibition-based responses to structured AI literacy, transparent use policies, and assessment models that reward reasoning, source evaluation, and reflection. The article contributes a practical framework for integrating chatbots without weakening academic independence.
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