Abstract:

This paper explores the implementation and impact of an AI-powered teaching assistant—referred to as the “All Day TA”—in an introductory statistics unit. Designed to offer around-the-clock support, the chatbot provided students with instant responses to questions about course content, assessments, and study strategies. Drawing on student interaction data, engagement metrics, and survey feedback, we examine how the chatbot influenced patterns of help-seeking behaviour. From an educator’s perspective, the chatbot significantly reduced the volume of repetitive administrative queries, freeing up time for more meaningful teaching interactions and pedagogical planning. We also reflect on the broader teaching benefits, including improved responsiveness and insights into common areas of student difficulty. Our findings suggest that chatbot-assisted learning can foster more active engagement, particularly among students who may be hesitant to seek help in traditional settings. We conclude with recommendations for integrating chatbots effectively in large-scale teaching environments and outline directions for future research into AI-enhanced learning support.

Keywords:

Chatbot-assisted learning, AI-powered teaching assistant, Student engagement, Help-seeking behavior, Introductory statistics, Educational technology.