The Impact of AI Chatbots on Learner Autonomy in Distance and Digital Education: A Systematic Literature Review
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AI Chatbots, Learner Autonomy, Distance Education, Self-Regulated Learning, Artificial Intelligence in Education.
Abstract
The rapid integration of Artificial Intelligence (AI) chatbots—such as ChatGPT, Claude, and specialized pedagogical agents—has significantly transformed distance and digital learning environments. However, their specific influence on learner autonomy remains a topic of ongoing scholarly investigation. This study presents a Systematic Literature Review (SLR) guided by the PRISMA framework to examine the impact of AI chatbots on learner autonomy in distance and higher education contexts. Synthesizing findings from peer-reviewed empirical studies published between 2021 and 2026 across major database repositories, this review investigates three core themes: self-regulated learning (SRL) strategies, motivational dynamics, and the risk of cognitive over-reliance. The results indicate that AI chatbots enhance cognitive and metacognitive self-regulation by providing personalized scaffolding, instant feedback, and goal-setting support. Nevertheless, negative side effects such as excessive dependency, reduced critical thinking, and reduced self-efficacy are observed when pedagogical scaffolding is insufficient. This paper concludes with a conceptual framework for balanced AI chatbot integration that fosters self-direction while mitigating cognitive passivity in distance education.
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