“Hey Bot, I’m Drowning in Deadlines, Can You Really Feel Me?”: Inquiring Chatbots’ Digital Empathy

Abstract

As artificial intelligence becomes increasingly embedded in higher education, AI-powered chatbots are widely used to support student learning and administrative tasks. While these systems offer efficiency, availability, and consistency, questions remain about their ability to respond to the emotional dimensions of academic life. University students often experience stress, burnout, and anxiety related to deadlines, grades, and daily campus pressures. In such moments, their interactions with chatbots are not merely informational but carry emotional weight. This study explores how students perceive the emotional sensitivity of chatbots and whether these tools can offer support beyond mechanical responses. Using a qualitative case study approach, the research involved 54 students from the Language Department at Universitas Serambi Mekkah. Data were collected over five months through classroom observations and a structured questionnaire consisting of both Likert-scale and open-ended items. The analysis followed an interactive qualitative model to identify patterns of emotional and cognitive engagement with chatbot systems. Findings revealed that while students appreciated chatbots’ speed and accessibility, many felt emotionally disconnected when expressing academic distress. Neutral or dismissive responses—especially during high-stress periods—reduced student motivation and trust. However, students responded positively to even minimal empathetic cues or validation in chatbot replies. The study highlights a gap between functionality and emotional responsiveness in current chatbot design. It calls for more emotionally attuned AI systems that can contribute not only to learning efficiency but also to student well-being. The findings suggest that incorporating affective awareness into chatbot development could enhance user trust, promote emotional resilience, and support mental health within academic settings.