Chatbots as companions? A correlational study of AI usage and loneliness among university students

Abstract

This study examines the relationship between AI chatbot usage and loneliness among public university students, with a focus on how students engage with chatbots such as ChatGPT for emotional and academic support. The research is motivated by the growing integration of AI into students’ daily routines and increasing concerns about emotional isolation in higher education. A quantitative research design was employed. Data were collected from 160 public university students using a structured questionnaire comprising the Chatbot Usability Questionnaire (CUQ) and the University of California, Los Angeles (UCLA) Loneliness Scale Version 3. The data were analysed using the Statistical Package for the Social Sciences (SPSS), and Spearman’s rho correlation was applied to assess the association between chatbot use and loneliness. Findings revealed a non-significant correlation between chatbot usage and loneliness. This indicates that chatbot engagement does not significantly interact with loneliness levels among students. While chatbots may provide temporary emotional engagement, they appear insufficient in addressing deeper experiences of social or emotional isolation. The study highlights that AI chatbots should be viewed as a complement rather than a substitute for genuine human interaction. The findings carry implications for educators, mental health professionals, and technology developers, particularly in enhancing digital support systems within higher education. Future research is encouraged to explore how chatbot design and functionality may influence emotional well-being outcomes.