Abstract— As AI software tools become more commonplace, 
their potential to transform the student experience has greatly 
increased. By integrating these tools into a course, students can 
begin to receive real-time, around the clock, instructor moderated 
support. The potential benefits for students are significant.  In 
addition to increasing their ability to work constructively on their 
schedule, it has the potential to engage students who might 
otherwise avoid directly interacting with another person. Before 
these tools can be meaningfully actualized into a course, work 
must be done to build a knowledge base about the course.  
For this research, the team sought to develop an intelligent 
chatbot interface for an introductory computer programming 
course. The interface had an initially limited knowledge base with 
the intent that it would be populated based on students’ 
interactions with the chatbot. This model allowed the bot to evolve 
with the needs of the students. 
This paper seeks to present the methodology for how the 
chatbot was developed and integrated into the course, how the 
knowledge base was developed, the usage during the pilot, and the 
next steps for improving the chatbot’s interface. Additionally, the 
paper will discuss the mechanisms added to handle issues such as 
false-positive responses and how faculty may be able to integrate 
such tools into their own courses as supplementary assistance. 
Keywords—Chatbot, Innovative Pedagogy 
I.
 CHATBOTS
 A chatbot is a software platform that simulates an interaction 
between a user and the computer using natural language [1]. 
These tools are applied across many contexts with the purpose 
of the software answering users’ questions within a specific 
domain of knowledge [2]. With the recent emphasis on 
personalized learning, as directed by the National Academy of 
Engineering Grand Challenges [3], platforms such as these, 
when standing alone or integrated with intelligent tutoring 
systems (ITS), have the potential to enhance student learning. 
When using the lens of social constructivist theories, the use of 
conversational dialogue (i.e., the back-and-forth nature of a 
chatbot interface) is a means of knowledge creation [4].  
The ability for students to ask questions is a critical aspect of 
learning and can lead to increased student outcomes [5, 6]. A 
summary by Harper et al. [6] has shown that giving student the 
opportunity to ask question led to improved study skills, 
improved problem solving, and better retention of course 
material. Despite this, there is evidence that students do not 
readily ask questions due to fear of negative reactions from 
the 
James Pembridge, Ph.D. 
Engineering Fundamentals 
Embry-Riddle Aeronautical University 
Daytona Beach, FL, USA 
pembridj@erau.edu 
teacher [7]. When designed and implemented appropriately, a 
chatbot has the potential to allow students to ask questions 
without fear of social perception and allow them to develop 
skills associated within the specific domain. 
A. Research Questions
 This exploratory pilot study examines the usability of a
 chatbot when applied in the context of a first-year engineering 
programming course through the following research questions: 
RQ1. How do students interact with a chatbot in a first-year 
programming course? 
RQ2. What are student perceptions regarding the 
opportunity to use a chatbot in a first-year programming course?