Design and Implementation of an Academic Adviser system using ChatGPT-4

INTRODUCTION

1.1Background of the Study

Emerging technologies such as artificial intelligence (AI) and natural language
processing (NLP) present new opportunities for addressing the challenges
associated with traditional academic advising methods. Chatbots, in particular,
have gained prominence as a promising tool for delivering personalized support
and assistance to students in a scalable and cost-effective manner.

Chatbots are computer programs designed to simulate human conversation through

text or voice interactions. By leveraging AI and NLP algorithms, chatbots can
understand user queries, provide relevant information, and engage in dialogue to
assist users in achieving their goals. In the context of academic advising, chatbots
offer several potential benefits, including:

1. 24/7 Accessibility: Unlike human advisers who may have limited availability,
chatbots can provide support and guidance to students at any time of day or night,
ensuring continuous access to advising services.

2. Scalability: Chatbots can handle a large volume of inquiries simultaneously,

allowing institutions to serve a greater number of students without the need for
additional human resources.

3. Personalization: Through the use of AI algorithms, chatbots can analyze

individual student data and preferences to provide personalized recommendations
and advice tailored to each student's unique needs and circumstances.
4. Consistency: Chatbots can deliver consistent and accurate information to all
users, ensuring that students receive uniform guidance regardless of the time or
place of their inquiry.

Despite the potential benefits of chatbot-based academic advising systems, there is

still a need for research and development in this area to optimize their effectiveness
and usability. Existing chatbot solutions may lack the sophistication and
intelligence necessary to address the complex and multifaceted nature of academic
advising interactions. Furthermore, there may be concerns about the privacy and
security of student data when using AI-powered advising systems.

Therefore, this study aims to design and implement an academic adviser system
using ChatGPT 4, an advanced AI model developed by OpenAI. By harnessing the
capabilities of ChatGPT 4, this system seeks to provide students at the Federal
University of Technology, Owerri (FUTO) with personalized and responsive
academic advising services that meet their individual needs and preferences.
Through empirical evaluation and user feedback, the study aims to assess the
effectiveness, usability, and acceptance of the chatbot-based advising system and
identify areas for further improvement and refinement.

1.2 Statement of the Problem

Despite the potential benefits of chatbot-based academic advising systems, several
challenges and gaps remain to be addressed. Traditional academic advising
methods often fall short in providing personalized guidance tailored to individual
student needs and preferences. While chatbots offer the promise of personalized
support, existing solutions may lack the sophistication and intelligence necessary
to deliver truly customized recommendations. Moreover, the success of any
academic advising system depends on user acceptance and satisfaction. However,
concerns about the usability and user experience of chatbot-based advising
systems, including issues related to interface design, response accuracy, and
conversational quality, persist. Additionally, the use of AI-powered advising
systems raises questions about the privacy and security of student data. Institutions
must ensure that adequate safeguards are in place to protect sensitive information
and comply with data protection regulations. Integrating a chatbot-based advising
system into the existing academic infrastructure poses technical and logistical
challenges, such as compatibility issues, data integration requirements, and system
interoperability. Furthermore, the effectiveness of advising recommendations
provided by chatbots may vary depending on the quality of the underlying AI
model and the accuracy of the data used to train it. Thus, there is a pressing need to
empirically evaluate the effectiveness, usability, and acceptance of chatbot-based
advising systems among students and academic stakeholders. This study aims to
contribute to the body of knowledge in this area by designing and implementing an
academic adviser system using ChatGPT 4 and evaluating its effectiveness,
usability, and acceptance among students at the Federal University of Technology,
Owerri (FUTO). Through rigorous empirical investigation and user feedback, the
study seeks to identify strengths, weaknesses, and areas for improvement in the
chatbot-based advising system and provide insights for future research and
development efforts.

1.3 Aim and Objectives

The aim of this study is to design and implement an academic adviser system using
ChatGPT 4 and evaluate its effectiveness, usability, and acceptance among students
at the Federal University of Technology, Owerri (FUTO). To achieve this aim, the
following objectives will be pursued:
1. Designing the Academic Adviser System: Develop a comprehensive
framework for the academic adviser system, outlining its functionality, features,
and user interface design. This involves identifying the key components of the
system, defining the scope of its capabilities, and designing an intuitive and
user-friendly interface for student interactions.

2. Implementing the ChatGPT 4 Integration: Integrate ChatGPT 4, an

advanced AI model developed by OpenAI, into the academic adviser system to
enable natural language understanding and generation capabilities. This
involves training ChatGPT 4 on relevant academic advising data and fine-
tuning its parameters to optimize performance for the specific context of
academic advising interactions.

3. Conducting Empirical Evaluation: Evaluate the effectiveness of the

chatbot-based advising system in supporting student decision-making and
academic success. This involves conducting empirical studies to assess the
accuracy of advising recommendations provided by ChatGPT 4, the usability of
the system interface, and user satisfaction with the overall advising experience.

4. Identifying Strengths and Weaknesses: Identify strengths, weaknesses,

opportunities, and threats associated with the chatbot-based advising system
through qualitative and quantitative analysis of user feedback and system
performance metrics. This involves identifying areas of improvement and
refinement in the system design, functionality, and user experience.
 5. Providing Insights for Future Development: Provide insights and
recommendations for future research and development efforts aimed at
enhancing the effectiveness, usability, and acceptance of chatbot-based
academic advising systems. This involves synthesizing findings from the
empirical evaluation and user feedback to inform iterative improvements and
iterations of the academic adviser system.

By accomplishing these objectives, this study aims to contribute to the

advancement of knowledge and practice in the field of academic advising,
particularly in the context of leveraging AI and chatbot technologies to enhance
the delivery of advising services. Through rigorous research and evaluation, this
study seeks to provide actionable insights and recommendations for the
development and implementation of chatbot-based advising systems in higher
education institutions.

1.4 Scope of the study

This study is centered around the design, implementation, and evaluation of an

academic adviser system using ChatGPT 4 specifically tailored for the Federal
University of Technology, Owerri (FUTO). The scope encompasses various
critical elements, starting with the design and development of the adviser system,
which includes integrating ChatGPT 4 and creating a user interface that aligns with
the institution's academic programs, policies, and resources. Leveraging the natural
language processing capabilities of ChatGPT 4, the system will adeptly understand
student queries, offer relevant information, and provide personalized
recommendations across a spectrum of advising-related topics, from course
selection to academic policies and campus resources.

1.5 Significance of the Study.

This study holds considerable significance for academia and the broader field of
AI-driven educational technologies. By designing and implementing an academic
adviser system using ChatGPT 4, this research aims to elevate the quality and
accessibility of academic advising services at the Federal University of
Technology, Owerri (FUTO). Through the adoption of chatbot-based advising
systems, the advising process can be streamlined, providing personalized guidance
to students and ultimately improving academic outcomes. Moreover, this study
represents an innovative application of AI technology in education. By integrating
ChatGPT 4 into the adviser system, it showcases the potential of AI-driven
chatbots to support student learning and decision-making within real-world
academic contexts.

Findings from this study are poised to inform institutional policies and practices
surrounding academic advising and the integration of AI-driven technologies in
higher education. By pinpointing strengths, weaknesses, and areas for
improvement in the chatbot-based advising system, this research can provide
actionable insights for decision-makers looking to enhance advising services and
leverage emerging technologies effectively. Furthermore, this study contributes to
the expanding body of research on chatbot-based academic advising systems and
AI-driven educational technologies. Through empirical evaluation and user
feedback analysis, it generates novel knowledge and insights that can guide future
research endeavors aimed at advancing the state-of-the-art in this field.

The implementation of a chatbot-based advising system at FUTO not only

modernizes advising practices but also prepares students for the evolving
workforce, where AI-driven tools are increasingly prevalent. By engaging with the
academic adviser system, students develop crucial digital literacy skills and gain
experience interacting with AI-powered systems, equipping them for success in
today's technology-driven society. Overall, this study has the potential to catalyze
positive change in advising practices, contribute to the progression of AI in
education, inform institutional decision-making processes, enrich research
literature, and empower students with the skills needed to thrive in a rapidly
changing technological landscape.

1.6 Limitations of the Study.

While this study endeavors to develop a robust academic adviser system using
ChatGPT 4 and provide valuable insights into AI-driven educational technologies,
it's important to acknowledge certain inherent limitations:

1. Scope Constraints: The scope of the study may not encompass all possible
advising scenarios or address every aspect of academic advising. Due to resource
and time constraints, certain nuances or specialized advising needs may not be
fully accounted for in the design and implementation of the adviser system.

2. Quality of AI Model: The effectiveness of the adviser system heavily relies on

the quality of the underlying AI model, ChatGPT 4. While ChatGPT 4 is a state-of-
the-art AI model, its performance may vary depending on the complexity and
specificity of the advising queries it receives. Limitations in the model's training
data or architecture may impact the accuracy and reliability of its responses.

3. Data Availability and Accuracy: The accuracy of the adviser system's

recommendations may be influenced by the availability and accuracy of the data
used to train the AI model. Inaccurate or incomplete training data could lead to
suboptimal performance and potentially misleading advice, particularly in niche or
specialized academic domains.

4. User Adoption and Engagement:The success of the adviser system hinges on

user adoption and engagement. While efforts will be made to design an intuitive
and user-friendly interface, user acceptance and usage patterns may vary among
students. Factors such as user preferences, technological proficiency, and trust in
AI-driven systems may impact the system's uptake and effectiveness.

5. Ethical and Privacy Considerations: The use of AI-driven technologies in

academic advising raises ethical and privacy concerns regarding data security,
algorithmic bias, and student autonomy. Safeguarding student data and ensuring
transparency in the system's operation are paramount. However, addressing these
concerns comprehensively may require ongoing monitoring and adaptation of the
adviser system.

6. External Validity: Findings from the empirical evaluation of the adviser system
may be specific to the context of FUTO and may not generalize to other
institutions or academic settings. Factors such as institutional culture, student
demographics, and academic policies may influence the system's performance and
user perceptions differently in other contexts.

1.7 Definition of Terms.

To ensure clarity and understanding, the following terms used in this study are
defined as follows:

1. Academic Adviser System: Refers to the AI-driven system developed in this

study using ChatGPT 4 to provide personalized guidance and support to students at
the Federal University of Technology, Owerri (FUTO). The system assists students
in navigating academic requirements, making informed decisions, and accessing
relevant resources.

2. ChatGPT 4: An advanced AI model developed by OpenAI, capable of

understanding and generating human-like text based on natural language inputs. In
this study, ChatGPT 4 serves as the core technology powering the conversational
capabilities of the academic adviser system.

3. User Interface: The graphical or text-based interface through which students

interact with the academic adviser system. The user interface facilitates
communication between users and the chatbot, allowing students to input queries,
receive responses, and navigate advising-related tasks.

4. Natural Language Processing (NLP): The field of artificial intelligence

concerned with the interaction between computers and human language. NLP
algorithms enable machines to understand, interpret, and generate human language,
enabling applications such as chatbots to communicate effectively with users.

5. Empirical Evaluation: The process of assessing the effectiveness, usability, and

acceptance of the academic adviser system through empirical methods, such as
user surveys, interviews, and performance metrics analysis. Empirical evaluation
provides quantitative and qualitative insights into the system's performance and
user experiences.

6. Data Privacy and Security: Concerns related to the protection of student data
and the confidentiality of information shared within the academic adviser system.
Measures to safeguard data privacy and security include encryption, access
controls, and compliance with data protection regulations.

7. Ethical Considerations: Issues pertaining to the responsible use of AI-driven

technologies in academic advising, including algorithmic bias, fairness, and
transparency. Ethical considerations encompass ensuring equity in advising
outcomes, respecting student autonomy, and mitigating potential harms associated
with AI-powered systems.
8. User Adoption: The process by which students accept and integrate the
academic adviser system into their academic routines. User adoption is influenced
by factors such as usability, perceived usefulness, and trust in the system's
capabilities.

9. Generalization: The extent to which findings from the empirical evaluation of

the academic adviser system can be applied to other institutions or academic
contexts. Generalization assesses the external validity of the study's findings and
their relevance beyond the specific context of FUTO.
 CHAPTER TWO

LITERATURE REVIEW

2.1 Conceptual Framework

2.1.1 Overview of Real-time Surveillance Based Solar System Monitoring

Chatbot-based advising systems have gained prominence in recent years as

institutions seek innovative ways to enhance student support services and improve
academic outcomes. By leveraging natural language processing (NLP) and AI
technologies, these systems aim to provide personalized guidance, answer student
queries, and assist in academic decision-making.

Studies in this area discuss various aspects of system design, including the
selection of AI models, data collection and preprocessing, dialogue management,
and integration with existing advising processes. Researchers have employed a
range of approaches, from rule-based systems to machine learning algorithms, to
develop chatbots capable of understanding and responding to student inquiries
effectively.

Moreover, the implementation strategies of chatbot-based advising systems are

examined, highlighting the ways in which institutions deploy these technologies to
support student success. Case studies and empirical research provide insights into
the integration of chatbots into advising workflows, the training and onboarding of
advising staff, and the communication strategies used to promote chatbot usage
among students. Additionally, studies explore the impact of chatbot-based advising
systems on advising efficiency, student satisfaction, and academic outcomes.

Furthermore, the literature review delves into the effectiveness of chatbot-based

advising systems in assisting students with various advising-related tasks.
Empirical studies evaluate the accuracy of chatbot responses, the usability of the
system interface, and the perceived value of chatbot interactions among students.
Researchers also investigate factors influencing user acceptance and engagement,
such as system reliability, responsiveness, and personalization capabilities.

2.1.2 Applications of AI in Education

AI has emerged as a powerful tool for addressing various educational challenges,

including personalizing instruction, improving learning outcomes, and enhancing
administrative processes.

One of the key areas where AI has shown promise is in adaptive learning systems.
These systems use AI algorithms to analyze student performance data and
dynamically adjust learning materials and activities to meet the needs of individual
learners. By providing personalized feedback and adaptive learning pathways,
these systems help students progress at their own pace and address their unique
learning needs.

Additionally, AI-driven tutoring systems offer personalized support to students

outside of the classroom. These systems use natural language processing and
machine learning algorithms to engage students in interactive learning experiences,
answer questions, and provide feedback on their understanding of course materials.
AI tutors can supplement traditional teaching methods, offering students additional
opportunities for practice and reinforcement.

Furthermore, AI is increasingly being used to support student advising and

counseling services in higher education institutions. Chatbot-based advising
systems, such as the one being developed in this study, provide students with
personalized guidance on course selection, degree requirements, and academic
policies. By leveraging natural language processing capabilities, these systems can
engage students in natural language conversations, answer their questions, and
provide relevant information and resources.

However, the adoption of AI in education also raises ethical, privacy, and equity
concerns. Researchers and practitioners must consider issues such as algorithmic
bias, data privacy, and the digital divide when implementing AI-driven
technologies in educational settings. Additionally, there is a need for ongoing
research and evaluation to assess the effectiveness, usability, and impact of AI-
driven educational technologies on student learning and academic success.

By examining the broader landscape of AI applications in education, this section

provides context for the development of the academic adviser system at the Federal
University of Technology, Owerri (FUTO). It highlights the potential benefits of
leveraging AI-driven technologies to enhance student support services while also
acknowledging the need for careful consideration of ethical and equity concerns.
Through thoughtful integration and evaluation, AI has the potential to transform
the educational experience, providing personalized support and empowering
students to achieve their academic goals.

2.1.2.1 Natural Language Processing (NLP) in Academic Advising

 NLP refers to the branch of artificial intelligence (AI) concerned with the
interaction between computers and human language, enabling machines to
understand, interpret, and generate natural language text. In the context of
academic advising, NLP plays a crucial role in enabling chatbot-based advising
systems to engage in natural language conversations with students, understand
their queries, and provide relevant information and guidance.

The literature on NLP in academic advising explores various aspects of NLP

technology and its integration into advising systems. Researchers have developed
NLP algorithms and techniques tailored to the unique requirements of academic
advising, including semantic parsing, named entity recognition, and sentiment
analysis. These NLP techniques enable advising systems to extract meaning from
unstructured text data, identify key entities and concepts, and infer the intent
behind student queries.

Moreover, studies investigate the effectiveness and accuracy of NLP-based

advising systems in understanding and responding to student inquiries. Evaluations
of NLP algorithms and chatbot interfaces assess factors such as response accuracy,
naturalness of conversation, and user satisfaction. Researchers aim to enhance the
robustness and reliability of NLP-based advising systems, addressing challenges
such as ambiguity, context sensitivity, and domain specificity.

Furthermore, the literature on NLP in academic advising highlights the potential

benefits of integrating NLP technologies into advising processes. NLP-enabled
advising systems can provide students with timely, personalized guidance on
course selection, degree planning, and academic policies, enhancing the overall
advising experience. Additionally, NLP algorithms can analyze large volumes of
advising data to identify trends, patterns, and insights that inform advising
practices and decision-making.
2.1.2.2 User Experience and Acceptance:

User experience encompasses the overall experience and satisfaction that users
derive from interacting with a system, while acceptance refers to the willingness of
users to adopt and use the technology. Understanding user experience and
acceptance is crucial for the successful implementation and adoption of chatbot-
based advising systems in higher education institutions.

The literature on user experience and acceptance of AI-driven educational

technologies examines various factors that influence users' perceptions and
attitudes towards these systems. Key considerations include system usability,
interface design, perceived usefulness, perceived ease of use, trust, and
satisfaction. Researchers employ both qualitative and quantitative methods, such as
surveys, interviews, and usability testing, to assess users' experiences and
acceptance of chatbot-based advising systems.

Studies consistently highlight the importance of designing user-friendly interfaces

and intuitive interactions to enhance the user experience of chatbot-based advising
systems. Factors such as clear navigation, responsive design, natural language
interactions, and personalized recommendations contribute to a positive user
experience and foster user engagement. Moreover, providing users with control
over the interaction, such as the ability to pause or resume conversations, enhances
perceived usability and user satisfaction.

Furthermore, the literature examines users' perceptions of the usefulness and

effectiveness of chatbot-based advising systems in supporting their academic goals
and decision-making processes. Students value systems that provide accurate,
relevant information, personalized recommendations, and timely assistance with
academic queries. Additionally, studies explore the role of trust and transparency
in fostering user acceptance of AI-driven technologies, highlighting the importance
of transparent communication, data privacy, and ethical considerations.

Moreover, researchers investigate the impact of user characteristics, such as

technological proficiency, prior experience with AI technologies, and individual
preferences, on user experience and acceptance. Understanding the diverse needs
and preferences of users is essential for designing inclusive and accessible chatbot-
based advising systems that cater to the needs of a wide range of students.

2.2 Theoretical Framework

In the context of this study, the theoretical framework encompasses theories and
conceptual models relevant to technology adoption, human-computer interaction,
and educational technology. By integrating theoretical perspectives from these
fields, this section aims to establish a solid foundation for understanding user
behavior, system design, and the effectiveness of AI-driven academic advising
systems.

One of the key theoretical frameworks that informs this study is the Technology
Acceptance Model (TAM). Developed by Fred Davis in the 1980s and later
extended by researchers such as Venkatesh and Davis (2000), TAM posits that
users' attitudes and perceptions towards a technology influence their intention to
use it. Central to TAM are the constructs of perceived usefulness (PU) and
perceived ease of use (PEOU), which determine users' acceptance of a technology.
In the context of chatbot-based academic advising systems, TAM provides insights
into students' attitudes towards AI-driven technologies, their perceived utility in
academic decision-making, and the ease of interacting with chatbots for advising
purposes.

Additionally, theories of human-computer interaction (HCI) offer valuable insights

into the design and usability of AI-powered academic adviser systems. Concepts
such as user interface design, cognitive load, and usability heuristics inform the
development of intuitive and user-friendly interfaces that enhance the user
experience and facilitate effective communication between students and chatbots.
By applying principles of HCI, designers can create adviser systems that minimize
cognitive effort, promote engagement, and support users in achieving their
academic goals.

Furthermore, theories of educational technology adoption provide a broader

framework for understanding the integration of AI-driven technologies in
educational contexts. Models such as the Unified Theory of Acceptance and Use of
Technology (UTAUT) and the Diffusion of Innovations theory offer insights into
the factors influencing the adoption and diffusion of technological innovations in
educational settings. By considering factors such as individual characteristics,
social influence, and organizational context, these models help elucidate the
complexities of implementing chatbot-based academic advising systems within
higher education institutions.

Overall, the theoretical framework outlined in this section provides a

comprehensive lens through which to analyze the adoption, use, and impact of AI-
driven academic adviser systems. By integrating theoretical perspectives from
technology adoption, human-computer interaction, and educational technology,
this framework informs the research questions, hypotheses, and methodology of
the study, guiding the investigation into the design, implementation, and evaluation
of the academic adviser system at the Federal University of Technology, Owerri
(FUTO).

2.3 Gaps and Challenges

Despite the growing interest in AI-driven advising technologies, several areas

warrant further investigation and attention from researchers and practitioners.

One of the primary gaps in the literature is the limited understanding of the long-
term impact and effectiveness of chatbot-based advising systems. While empirical
studies and case studies provide insights into short-term outcomes and user
experiences, longitudinal studies are needed to assess the sustained impact of these
systems on student academic success, retention, and graduation rates. Additionally,
research on the scalability and sustainability of chatbot-based advising systems in
large, diverse institutions is relatively sparse, highlighting the need for studies that
explore implementation challenges and best practices in different institutional
contexts.

Moreover, there is a need for research that examines the equitable implementation
and utilization of chatbot-based advising systems. Studies have shown that AI
technologies can exacerbate existing inequalities if not designed and deployed with
equity considerations in mind. Researchers must investigate the potential for bias,
discrimination, and exclusion in advising systems and develop strategies to
promote fairness, diversity, and inclusion. Additionally, research on the
accessibility of chatbot-based advising systems for students with disabilities or
diverse linguistic backgrounds is lacking, underscoring the importance of
designing inclusive systems that cater to the needs of all students.
Furthermore, while empirical studies have examined user acceptance and
satisfaction with chatbot-based advising systems, less is known about the
experiences and perspectives of advising staff who interact with these systems.
Research on the impact of AI technologies on advising workflows, staff roles, and
professional development is needed to understand how chatbots complement or
augment human advising practices. Additionally, studies on the ethical and
professional implications of integrating AI technologies into advising roles are
scarce, highlighting the need for research that examines ethical dilemmas,
boundary issues, and professional standards in AI-driven advising environments.