Integration of intelligent chatbots in mathematics education at the undergraduate level in Morocco: Impact on learning difficulties and academic success

This study investigates the integration of intelligent chatbots in mathematics education at the undergraduate level in Morocco and their impact on students’ learning difficulties, motivation, and academic performance. In the context of the Moroccan educational system’s digital transformation, accelerated by the COVID-19 pandemic and guided by the Strategic Vision 2015–2030, artificial intelligence tools have become increasingly relevant in higher education.
A quasi-experimental mixed-methods design is adopted, comparing an experimental group using an educational chatbot with a control group receiving traditional instruction. Data are collected through pre-tests, post-tests, academic performance indicators, questionnaires, interviews, and classroom observations. Quantitative and qualitative analyses are used to evaluate the effectiveness of chatbot-based learning support.
The study hypothesizes that chatbot integration improves academic performance, reduces conceptual difficulties, and enhances student motivation. Beyond academic outcomes, the research also addresses pedagogical, technological, and ethical considerations related to AI adoption in higher education. The findings aim to contribute to the development of more adaptive, inclusive, and learner-centered teaching models in Moroccan universities.