Exploring Emotional Connection with Virtual AI Tutors in Online Learning Among University Students
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Abstract
Despite the growing integration of artificial intelligence (AI) in education, a clear research gap persists in understanding the emotional dimensions of student engagement with AI tutors. This study aims to explore how university students experience emotional connection with AI-driven virtual tutors in online learning environments. Adopting a descriptive phenomenological approach, we conducted in-depth, semi-structured interviews with twelve undergraduate students from diverse academic disciplines. Data were analyzed thematically using reduction and eidetic techniques. The analysis yielded four experiential themes: perceived attentiveness of the AI, emotional ambivalence, construction of trust without human presence, and longing for authentic human connection. Findings suggest that emotional bonds can form between students and virtual AI tutors, grounded in perceived consistency, non-judgmental interaction, and responsiveness, even when students are aware of the tutor's artificial nature. These results underscore the affective complexity of AI-mediated education and call for educational technologies that support not only cognitive outcomes but also the emotional needs of learners.
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