Chatbot como estrategia de autorregulación del aprendizaje remoto en tiempos de pandemia

COVID 19 required universities to innovate and reinvent themselves so that they can continue to provide quality services to their students. The objective was to evaluate if the use of a Chatbot increased the self- regulation of the learning of university students from the first cycle of the Law degree at a university in Cajamarca, in 2020, during the pandemic. The research with a quasi-experimental, quantitative approach research, with pre - and post test design, used non - probabilistic sampling for convenience for the two - moment longitudinal study during the 2020 - 2 academic semester. The questionnaire on Self - Regulation for Torres' academic learning and adapted by Ruiz [18] was used as an instrument, a highly reliable instrument, as Cronbach's Alpha test proved to be equal to 0.837. After, analyzing the results through statistics such as mean, standard deviation, difference in means it was shown that students had high levels of self - regulation and that after the use of Chatbot as a digital learning tool increased levels even more, demonstrating that using Chatbots as a complementary tool to learn strengthens students' level of engagement and motivates them to continue studying and achieving their academic goals, despite the context, identifying growth based on the 4 factors of self-regulation of learning, gender and at a general level.