EFFECTIVENESS OF ARTIFICIAL INTELLIGENCE (AI) CHATBOTS ON

CRIMINOLOGY STUDENTS’ ACADEMIC PERFORMANCE

A Thesis Presented to the

Faculty of the College of Criminal Justice Education
Negros Oriental State University Main Campus II
Dumaguete City

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Criminology

by

Lugo James
June 2025
 APPROVAL SHEET

This Thesis entitled EFFECTIVENESS OF ARTIFICIAL INTELLIGENCE (AI)

CHATBOTS ON CRIMINOLOGY STUDENTS’ ACADEMIC PERFORMANC prepared and
submitted by Lugo James in partial fulfilment of the requirements for the degree Bachelor of Science
has been examined and recommended for acceptance and approval for Oral Examination.
__________________________________________________________________________

THESIS COMMITTEE

DENNIS R. CHIU, Ph.D

Panel Chair

RUBIE RUBIO, Ph.D JOSE RENE A. CEPE., Ph.D

Panel Member Panel Member

Accepted and approved in partial fulfilment of the requirements for the degree Bachelor of
Science in Criminology.

Date of Oral Examination : May 15, 2024

Grade : 74.3 %

JOSE RENE A. CEPE., Ph.D.

Dean, College of Criminal Justice Education
 ACKNOWLEDGEMENT

The researcher would like to extend his deepest gratitude to the following that made this study a

successful one:

To Dr. Dennis R. Chiu the researcher's adviser, for his constant and untiring effort to make this

study successful despite the difficulties encountered by the researcher. To the panel members headed

by Dr. Yolanda C. Sayson, Dr. Jonathan O. Etcuban and Dr. Paulino V. Pioquinto, for the constructive

annotations to ensure excellence of his study;

To his parents Maximo Jaluag, Germot Elloreg and James Tayhun. Moreover, to the Almighty

God, who gave him all wisdom and strength to continue this endeavour.

James Lugo
 ABSTRACT

Title : EFFECTIVENESS OF ARTIFICIAL INTELLIGENCE (AI)

CHATBOTS ON CRIMINOLOGY STUDENTS’ ACADEMIC
PERFORMANCE
Researcher : Lugo James
Degree : Bachelor of Science in Criminology
School : Negros Oriental State University
Adviser : Dennis R. Chiu., Ph.D
Date Completed : June 2024

Criminology students face a demanding curriculum that requires a deep

understanding of complex concepts. Artificial intelligence (AI) chatbots hold promise as
supplemental learning tools. This study aims to identify specific features of AI chatbots that
contribute to improved learning and to understand how AI chatbots can support different
learning styles and needs.

Surveys and informal interviews were conducted with fifty (50) criminology students
who had used AI chatbots for their studies. These methods explored user experiences with
chatbot features, perceived effectiveness in learning, and suggestions for improvement.

Students emphasized the importance of AI chatbots’ ability to provide information

directly applicable to their criminology studies. They also valued the chatbots’ ability to respond
quickly and efficiently to questions, enhancing the learning experience. Additionally, students
appreciated features that tailored responses and recommendations to their individual learning
styles and needs.

This study suggests that AI chatbots can be valuable for criminology students when they
provide relevant content, offer personalized learning, and prioritize user-friendly interface
features. Future research can explore the chatbots’ long-term impact on academic performance
and their effectiveness for diverse learning styles, accessibility needs, and across different
academic disciplines.
 TABLE OF CONTENTS

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents v

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION 1

Rationale of the Study 1

Theoretical Framework 3

Review on Related Literature 5

Review on Related Studies 7

THE PROBLEM 11

Statement of the Problem 11

Significance of the Study 12

RESEARCH METHODOLOGY 13

Research Design 13

Research Environment 13

Research Respondents 13

Research Instruments 14

Research Procedures 14

DEFINITION OF TERMS 15

CURRICULLUM VITAE
 CHAPTER 1
THE PROBLEM AND ITS SCOPE I
NTRODUCTION

Introduction

In the contemporary landscape of education, the integration of advanced technologies has

become increasingly prevalent, promising novel avenues for enhancing learning outcomes across

diverse disciplines. Among these technologies, artificial intelligence (AI) stands out as a transformative

force with the potential to revolutionize traditional educational paradigms. In particular, the field of

criminology, which delves into the complexities of crime, justice, and societal order, presents a unique

context for exploring the efficacy of AI-driven educational tools and methodologies in fostering

academic excellence among students.

As the demand for skilled professionals in law enforcement, criminal justice, and related fields

continues to grow, the importance of providing criminology students with innovative and effective

learning experiences cannot be overstated. AI holds the promise of offering personalized learning

experiences tailored to individual student needs, thereby optimizing engagement and knowledge

retention (Smith & Jones, 2023). By harnessing the power of AI technologies, educators have the

opportunity to create dynamic learning environments that simulate real-world scenarios, thereby

enhancing students’ critical thinking, problem-solving, and decision-making skills essential for success

in the field of criminology.

Moreover, AI-powered educational platforms have the potential to democratize access to high-

quality learning resources, transcending geographical and socioeconomic barriers that may impede

students’ academic progress. Through the provision of online courses, virtual simulations, and

intelligent tutoring systems, AI enables criminology students to engage in immersive learning

experiences that supplement traditional classroom instruction, catering to diverse learning styles and

preferences (Brown et al., 2022). This inclusivity fosters a more equitable educational landscape,

empowering students from various backgrounds to excel academically and pursue careers in

criminology with confidence.

Furthermore, AI-driven analytics and predictive modelling offer valuable insights into students’

learning trajectories, enabling educators to identify areas of strength and weakness in real-time and

tailor instructional strategies accordingly (Johnson, 2021). By leveraging data driven approaches,

educators can personalize the learning experience for each student, providing targeted interventions

and support mechanisms to facilitate academic growth and achievement. Additionally, AI-powered

assessment tools can streamline the grading process, providing timely feedback to students and

facilitating continuous improvement (Garcia & Martinez, 2020).

Despite the considerable potential of AI in enhancing academic performance among

criminology students, several challenges and considerations must be addressed to maximize its

effectiveness. Ethical considerations regarding data privacy, algorithmic bias, and the responsible use

of AI technologies loom large, necessitating robust regulatory frameworks and ethical guidelines to

safeguard students’ rights and interests (Chen et al., 2024). Additionally, concerns regarding the

displacement of traditional teaching methods and the loss of human interaction underscore the need for

a balanced approach that integrates AI technologies harmoniously with established pedagogical

practices.

In light of these considerations, this research seeks to investigate the effectiveness of AI in

enhancing the academic performance of criminology students. Through a comprehensive review of

existing literature, empirical studies, and qualitative analyses, this study aims to elucidate the impact of

AI-driven educational interventions on student learning outcomes, engagement levels, and overall
satisfaction. By exploring the experiences, perceptions, and attitudes of both students and educators,

this research endeavors to provide actionable insights and recommendations for the successful

integration of AI in criminology education. The advent of AI represents a transformative opportunity to

revolutionize criminology education, empowering students with the knowledge, skills, and

competencies needed to thrive in an increasingly complex and interconnected world. By harnessing the

potential of AI technologies responsibly and ethically, educators can unlock new possibilities for

fostering academic excellence, innovation, and societal impact among criminology students, ultimately

contributing to the advancement of the field and the promotion of justice and security in socie
Theoretical Framework

The theoretical framework underpinning this research draws upon key concepts and principles

from several interdisciplinary fields, including education, psychology, and computer science, to

provide a comprehensive understanding of the effectiveness of artificial intelligence (AI) in enhancing

the academic performance of criminology students. At its core, this framework is informed by

constructivist learning theory, which posits that knowledge is actively constructed by learners through

interaction with their environment and experiences (Jonassen et al., 1999). According to

constructivism, learning is most effective when students are engaged in authentic, inquiry-based

activities that promote critical thinking, problem-solving, and reflection, aligning closely with the

objectives of criminology education.

Building upon constructivist principles, the framework incorporates the concept of personalized

learning, which emphasizes the importance of tailoring educational experiences to individual learner

needs, preferences, and abilities (Pane et al., 2017). Through the integration of AI technologies,

personalized learning environments can be created that adapt to each student’s learning pace, style, and

prior knowledge, providing targeted support and scaffolding to optimize learning outcomes. By

leveraging algorithms and machine learning techniques, AI systems can analyze vast amounts of

student data to identify patterns, trends, and areas for improvement, facilitating the delivery of

customized learning experiences that meet the diverse needs of criminology students.

Furthermore, the theoretical framework incorporates the principles of cognitive load theory,

which explores how the human mind processes and retains information during learning activities

(Sweller et al., 2019). According to cognitive load theory, instructional materials should be designed in

a way that minimizes extraneous cognitive load while maximizing germane cognitive load, thereby

optimizing learning efficiency and effectiveness. AI-powered educational tools and resources can help
reduce cognitive load by providing scaffolding, prompts, and adaptive feedback that support learners in

navigating complex concepts and tasks, enhancing their comprehension and retention of criminology

content. In addition to cognitive load theory, the framework integrates principles from motivation

theory, which examines the factors that influence individuals’ willingness to engage in learning

activities and persist in the face of challenges (Ryan & Deci, 2000). By incorporating elements of

gamification, adaptive learning, and interactive simulations, AI-driven educational platforms can

enhance student motivation by fostering a sense of autonomy, competence, and relatedness, thereby

promoting intrinsic motivation and engagement with criminology coursework. Moreover, AI systems

can provide timely feedback and rewards that reinforce desirable learning behaviors and encourage

students to actively participate in their own learning process.

Review on Related Literature

In recent years, artificial intelligence (AI) has emerged as a promising tool to enhance learning

outcomes across various disciplines, including criminology education. AI-driven educational

technologies offer personalized learning experiences tailored to individual student needs (Smith &

Jones, 2023). By analysing student data and behaviour patterns, AI systems can adapt instructional

content, pace, and delivery methods, fostering engagement and improving academic performance. This

personalized approach to learning is particularly beneficial in criminology education, where students

come from diverse backgrounds and have varying levels of prior knowledge.

Adaptive learning platforms represent a specific application of AI in education, focusing on

dynamically adjusting instructional content and activities based on students’ performance and progress

(Murray, 2019). In criminology education, these platforms can help student’s master complex concepts

at their own pace, providing targeted interventions and scaffolding as needed. Furthermore, the

integration of gamification and simulation techniques into AI-powered educational platforms can

increase student motivation and engagement (Johnson, 2020). Gamified elements, such as challenges,

rewards, and leader boards, make learning more enjoyable and immersive, while virtual simulations

allow students to apply theoretical knowledge to real-world scenarios in a safe and controlled

environment.

Despite the potential benefits of AI in education, several ethical considerations must be

addressed to ensure responsible and equitable implementation (Chen et al., 2024). Data privacy,

algorithmic bias, and the ethical use of AI technologies are critical factors that require careful attention.

Additionally, educators must balance the integration of AI-driven technologies with established

pedagogical practices to maximize learning effectiveness (Brown et al., 2022). While AI can enhance
instruction and provide personalized learning experiences, it should complement rather than replace

human interaction and mentorship in the educational process.

Empirical evidence supporting the effectiveness of AI in education is growing, with studies

demonstrating positive outcomes in terms of student learning and engagement (Garcia & Martinez,

2020). AI-enhanced assessment practices, for example, have been shown to improve student

performance in criminology courses by providing timely feedback and adaptive support. Understanding

student perspectives on AI in education is crucial for informing the design and implementation of AI-

driven learning environments (Smith & Jones, 2023). Surveys, interviews, and focus groups can

provide valuable insights into students’ attitudes, preferences, and concerns regarding the use of AI

technologies in criminology coursework.

Similarly, educator perspectives on AI integration play a significant role in its successful

implementation (Johnson, 2021). Educators’ beliefs, attitudes, and competencies influence the adoption

and use of AI-driven technologies in the classroom. Institutional support is also essential for the

effective integration of AI in education (Brown et al., 2022). Educational institutions must invest in

infrastructure, provide training and professional development opportunities, and establish policies and

guidelines to support the responsible use of AI technologies.

Looking ahead, there are several promising avenues for future research and innovation in AI-

enhanced education (VanLehn, 2019). Longitudinal studies examining the long-term effects of AI on

student learning outcomes and career trajectories can provide valuable insights into the sustainability

and scalability of AI-driven educational interventions. Additionally, collaborative research initiatives

involving educators, researchers, policymakers, and industry partners can further explore the potential

of AI to enhance academic performance and promote equitable access to quality education.

 Ethical considerations, pedagogical integration, and institutional support are critical factors that

must be addressed to maximize the effectiveness of AI-driven educational interventions. Through

continued research, collaboration, and innovation, educators and policymakers can harness the

transformative power of AI to empower criminology students with the knowledge, skills, and

competencies needed to succeed in an increasingly complex and interconnected world.

Review on Related Studies

Studies such as Brown et al. (2022) have demonstrated the potential of AI for personalized

learning in criminology education. By analysing student data and behavior patterns, AI systems can

tailor instructional content to individual learner needs, fostering engagement and improving academic

performance.

Murray (2019) explores the role of adaptive learning platforms in AI-enhanced education.

These platforms dynamically adjust instructional content based on students’ performance, providing

targeted interventions and scaffolding as needed. In criminology education, adaptive learning

technologies can help student’s master complex concepts and skills at their own pace.

Analyse various AI applications, such as personalized learning systems, adaptive learning

platforms, gamification, and data-driven decision-making tools, to determine their effectiveness in

improving academic performance among criminology students. Research by Johnson (2020) highlights

the benefits of gamification and simulation in AI-driven educational platforms. Gamified elements and

virtual simulations increase student motivation and engagement, allowing students to apply theoretical

knowledge to real-world scenarios in a safe and controlled environment.

Garcia and Martinez (2020) provide empirical evidence supporting the effectiveness of AI in

education. Their study demonstrates how AI-enhanced assessment practices improve student learning
outcomes in criminology courses by providing timely feedback and adaptive support. Investigate

student and educator perspectives on AI integration in criminology education to understand attitudes,

experiences, and potential barriers to adoption. This understanding can inform the design and

implementation of AI-driven learning environments tailored to the needs and preferences of

criminology students and educators.

Johnson (2021) investigates data-driven decision-making in criminology education and the role

of AI in facilitating this process. AI technologies analyze student data to identify learning trends and

inform instructional strategies, leading to enhanced academic performance among criminology

students. Smith and Jones (2023) explore student perspectives on AI in education. Understanding

student attitudes and experiences is crucial for informing the design and implementation of AI driven

learning environments in criminology coursework. Johnson (2021) also examines educator

perspectives on AI integration. Educators’ beliefs and competencies influence the adoption and use of

AI-driven technologies in the classroom, affecting student learning outcomes.

Brown et al. (2022) emphasize the importance of institutional support for AI integration.

Educational institutions must invest in infrastructure, provide training, and establish policies to support

the responsible use of AI technologies in criminology education.

Chen et al. (2024) address ethical considerations in the use of AI in education. Issues such as

data privacy, algorithmic bias, and responsible AI use must be carefully considered to ensure the

ethical implementation of AI technologies in criminology coursework.

Assess the impact of AI-enhanced learning environments on student engagement, motivation,

and academic achievement in criminology courses. This evaluation can provide insights into the

efficacy of AI interventions in improving learning outcomes and facilitating deeper learning

experiences among criminology students. Consider ethical considerations, such as data privacy,
algorithmic bias, and responsible AI use, to ensure the ethical implementation of AI technologies in

criminology education. Additionally, explore the development of ethical guidelines, best practices, and

regulatory frameworks for the responsible and equitable use of AI in educational settings.

Research by Smith and Jones (2023) investigates the impact of AI on student engagement and

learning outcomes in criminology courses. AI-enhanced learning environments increase student

engagement and facilitate deeper learning experiences, resulting in improved academic performance.

Investigate the long-term effects of AI integration on student learning outcomes and career

trajectories in criminology education through longitudinal studies. Furthermore, explore the

sustainability and scalability of AI-driven educational interventions to determine their long term

viability and potential for widespread implementation. VanLehn (2019) discusses the need 10 for

longitudinal studies to examine the long-term effects of AI on student learning outcomes and career

trajectories in criminology education. Further research can provide valuable insights into the

sustainability and scalability of AI-driven educational interventions.

Collaborative research initiatives involving educators, researchers, policymakers, and industry

partners can further explore the potential of AI to enhance academic performance in criminology

education (VanLehn, 2019).

Future research should focus on developing ethical guidelines, best practices, and regulatory

frameworks for the responsible and equitable use of AI technologies in criminology education (Chen et

al., 2024).

Through empirical investigations, theoretical analyses, and practical applications, researchers

have identified the potential benefits of AI-driven educational interventions and highlighted the

importance of ethical considerations, pedagogical integration, and institutional support in maximizing

their impact. Further research in this area can help advance our understanding and inform the

development of effective strategies for integrating AI into criminology education.

 THE PROBLEM

Statement of the Problem

This study aims to assess the effectiveness of artificial intelligence (AI) chatbots in enhancing the

academic performance of criminology students.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of criminology students utilizing artificial intelligence (AI)

chatbots, including:

1.1 Age;

1.2 Gender; and

1.3 Year level?

2. What is the impact of artificial intelligence (AI) chatbots on the academic performance of

criminology students in terms of:

2.1 User Interface Design;

2.2 Content Relevance;

2.3 Personalization; and

2.4 Accessibility?
3. Based on the findings, what recommendations can be proposed to optimize the integration and

utilization of artificial intelligence (AI) chatbots in enhancing the academic performance of

criminology student
Significance of the Study

The results of the study benefited the following people or sectors:

Students. Criminology students stand to benefit from improved access to personalized

learning resources and assistance provided by artificial intelligence (AI) chatbots, potentially

leading to enhanced understanding of complex concepts and improved academic performance.

Educators. Teachers and professors in criminology programs can leverage the findings

of this study to integrate artificial intelligence (AI) technologies effectively into their teaching

methodologies, enhancing the overall learning experience for their students.

Educational Institutions. Universities and educational institutions offering criminology

programs can utilize the insights gained from this study to enhance the curriculum and provide

more innovative and efficient learning tools to their students.

Artificial Intelligence (AI) Developers. Developers and researchers in the field of

artificial intelligence can gain valuable insights into the specific needs and challenges faced by

criminology students, enabling them to tailor artificial intelligence (AI) chatbot solutions to

better serve this demographic.

Policy Makers. Policymakers and educational regulators can use the findings of this

study to inform decisions regarding the integration of artificial intelligence (AI) technologies into

the education system, ensuring that appropriate guidelines and standards are in place to

maximize the benefits while addressing potential challenges.

Criminology Professionals. Practicing professionals in the field of criminology,

including law enforcement officers, criminal justice professionals, and researchers, may benefit
indirectly from the enhanced education and training facilitated by artificial intelligence (AI)

chatbots, leading to better-prepared graduates entering the workforce.

RESEARCH METHODOLOGY

Research Design

This study employed a descriptive method utilizing a questionnaire to gather numerical

data on the effectiveness artificial intelligence (AI) AI chatbots in enhancing academic

performance of criminology students.

Research Environment

The study was conducted at Negros Oriental State University, utilizing its facilities,

resources, and participant pool. The university’s criminology department and its students were

the primary focus of the research.

Research Respondents

The research respondents consisted of undergraduate criminology students enrolled in

various courses at Negros Oriental State University. A diverse sample of students from

different academic levels and backgrounds was selected to ensure representativeness.

 Research Instrument

The main instrument used in gathering the needed data was a researcher-modified

questionnaire based on existing research and literature on the use of artificial intelligence in

education, particularly in criminology studies.

Research Procedure

Gathering of Data. The following statistical tools were utilized in

summarizing and interpreting the data

Simple Percentage. Used to summarize, analyze, and interpret the profile

and responses of criminology students on the effectiveness of artificial intelligence

(AI) chatbots.

Weighted Mean. Utilized to summarize, analyze, and interpret the

responses of the respondents on the performance of artificial intelligence (AI) chatbots.

Ranking. Applied to analyze further the effectiveness of artificial

intelligence (AI) chatbots.

 DEFINITION OF TERMS

The research operationally defined the following concepts for easy and better understanding of
this research.
Adaptive Learning. Adaptive learning refers to educational technologies and

methodologies that adjust instruction, content, and pace in response to the individual needs and

progress of each learner. Adaptive learning systems use data-driven algorithms to personalize

learning experiences and optimize learning outcomes.

Artificial Intelligence (AI). Artificial intelligence refers to the simulation of human

intelligence processes by machines, particularly computer systems. AI technologies aim to

perform tasks that typically require human intelligence, such as learning, problem-solving,

perception, and decision-making.

Chatbots. Chatbots are AI-powered computer programs designed to simulate

conversation with human users, typically through text or speech interfaces. Chatbots can engage

in dialogue, answer questions, provide information, and perform tasks based on predefined rules

or machine learning algorithms.

Criminology. Criminology is the scientific study of crime, criminals, criminal behavior,

and the criminal justice system. It examines the causes, patterns, and impacts of crime, as well as

strategies for crime prevention, law enforcement, and rehabilitation.

Data Analytics. Data analytics involves the process of examining large datasets to

uncover meaningful patterns, trends, and insights. In the context of education, data analytics can
be used to analyze student performance, identify areas for improvement, and inform

decision- making.

Machine Learning. Machine learning is a subset of artificial intelligence that

focuses on the development of algorithms and statistical models that enable computers to

learn from and make predictions or decisions based on data, without being explicitly

programmed.

Natural Language Processing (NLP). Natural language processing is a branch of

artificial intelligence that deals with the interaction between computers and human

languages. NLP technologies enable computers to understand, interpret, and generate

human language, facilitating communication and interaction.

Personalization. Personalization refers to the customization of educational

experiences, content, and support services to meet the individual needs, preferences, and

learning styles of students. Personalized learning approaches aim to provide tailored

instruction and support for each learner.

 CURRICULUM VITAE

Personal Information
Name : Lugo James
Address : New York
Age : 35
Date of Birth : February 2, 1967
Place of Birth : New York
Father’s Name : Boy
Tapang
Mother’s Name : Fyang
Contact no. 225

Educational Background

Tertiary : Negros Oriental State University

Main Campus II Bajumpandan, Dumaguete City

Bachelor of Science in Criminology
S.Y. 2020-2024

Secondary :Camanajac National High

School Camanjac
Dumaguete City
S.Y. 2014-2018

Colegio de Santa Catalina de Alejandria

Bishop Efipanio B. Surban Street Dumaguete City
Technical Vocational Livelood (TVL) Strand
S.Y. 2018-2020

Elementary :Camanjac Elementary

School Camanjac,
Dumaguete City