Abstract:

The ongoing digital transformation in higher education continues to redefine students’ learning experiences, particularly in science and engineering disciplines. This study investigates the perceived effectiveness of digital learning methods among students from the National University of Science and Technology POLITEHNICA Bucharest, with a special focus on the emerging role of AI-powered chatbots as educational tools.

A quantitative research design was employed, using a structured Google Forms questionnaire comprising five sections: demographic data, learning habits, use of digital resources, perceived effectiveness, and encountered challenges. The instrument includes Likert-scale items assessing students’ preferences and frequency of use of various digital tools – such as online learning platforms, multimedia resources, simulations, and AI chatbots – complemented by an open-ended question to gather qualitative insights.

The study aims to identify correlations between students’ declared preferences, their actual use of digital tools, and their perceived learning outcomes. Particular attention is given to understanding students’ attitudes toward AI-based chatbots as interactive and adaptive learning companions.

The expected results will contribute to improving digital pedagogical strategies in engineering education and provide recommendations for the effective integration of artificial intelligence technologies into university teaching, fostering a more personalized, engaging, and efficient learning experience for students in STEM fields.

Keywords:

Digital learning, educational technology, AI chatbots, higher education, engineering education.