ABSTRACT
The COVID-19 pandemic led to all institutions of education having to transition to fully online learning almost immediately. However, research showed that online learning still lacked adequate interactions with students. This is even more problematic when students are online learning on their own, when adequate online scaffolding activities are absent. This study investigated the impact of chatbots as a scaffolding agent to assist student learning during their independent online learning times. A total of 62 Diploma level students participated in this mixed method research study and presented with a multimedia-based AI chatbot named MERLIN. Data was collected on their attitudes towards using it. Results showed that students were motivated to learn more using MERLIN, improved their learning, and wanted more chatbots in their other courses. These findings have important implications for using AI chatbots as a scaffolding and instructional tool in 21st-century learning environments. © 2022, International Journal of Technology. All Rights Reserved.