Developing Chatbots for Sustainability: Experiential Learning in an Undergraduate Business Course

Source publication / research team or educational organization described in paper

Not specified in extracted text

Researchers, educators, instructors, or facilitators as described in the source publication

• Higher education

Course implementation or course design

Not specified in extracted text

s group projects, followed by the final pitch competition in Part 3. A total of 45 students created 9 chatbots. The topics in- cluded clean water conservation, renewable energy, respon- sible consumption, sustai

LLM/Chat

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.

Higher education

Mixed or not explicitly specified; infer from target learner group and intervention design.

Varies by intervention; not specified unless the paper explicitly describes prerequisites.

• Document the AI education intervention, course, tool, or resource described in the source publication.
• Extract the learner context, AI role, pedagogy, outcomes, and constraints for AAB registry comparison.
• This paper presents an experiential learning pedagogy that teaches undergraduate business management information systems students hands-on AI skills through the lens of sus- tainability.

• Support AAB comparison across AI literacy, AI education, teacher training, higher education, and workforce contexts.
• Capture evidence maturity, transferability, and limitations rather than treating the publication as product endorsement.

• Not an AAB endorsement of the tool, curriculum, provider, or result.
• Not a direct replication record unless the source paper reports implementation details sufficient for replication.

LLM/Chat

Not specified in extracted text

• Tutor
• Co-creator

• Primary interaction pattern inferred from publication: Curriculum / course design.
• AI capability focus: LLM/Chat.

• Require human review of generated outputs and explicit guidance against over-reliance or answer copying.

• Review the publication’s reported context, learner group, AI tool or curriculum, implementation process, and outcome evidence.
• Map the case to AAB registry fields for comparison across educational levels and AI capability types.
• Use the source publication and PDF for any manual verification before public registry release.

• Human educators/researchers remain responsible for instructional design, supervision, interpretation, and ethical safeguards.
• AI systems or AI concepts provide the learning object, support tool, evaluator, simulator, or automation context depending on the paper.

• Hands-on / experiential learning
• Registry extraction emphasizes explicit learning goals, observed outcomes, constraints, and safety limitations.

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.

• Case classified under: Published curriculum / implementation paper.
• Pedagogical pattern: Hands-on / experiential learning.
• Any additional adaptations should be verified against the full paper before public-facing publication.

• Engagement evidence should be interpreted according to the source paper’s reported method and sample.
• The learning modules aim to empower undergrad- uate business students to gain interest and confidence in AI knowledge, skills, and careers, to sharpen their higher order thinking abilities, and to help them gain a deeper understand- ing of sustainability issues.

• The learning modules aim to empower undergrad- uate business students to gain interest and confidence in AI knowledge, skills, and careers, to sharpen their higher order thinking abilities, and to help them gain a deeper understand- ing of sustainability issues.
• Students learn AI through devel- oping chatbots that address pressing sustainability issues within their own communities.
• Results of the pilot study in- dicate that students have increased self-efficacy in AI, more positive attitudes towards AI learning and AI-related careers, enhanced sustainability awareness, and more confidence in their ability to innovate.

This paper presents an experiential learning pedagogy that teaches undergraduate business management information systems students hands-on AI skills through the lens of sus- tainability. The learning modules aim to empower undergrad- uate business students to gain interest and confidence in AI knowledge, skills, and careers, to sharpen their higher order thinking abilities, and to help them gain a deeper understand- ing of sustainability issues.

• Require human review of generated outputs and explicit guidance against over-reliance or answer copying.

• Activity documentation

• Can be used as an AAB evidence record for cross-case comparison, standards drafting, and evidence-maturity mapping.
• Supports identification of recurring patterns in AI literacy, AI education implementation, teacher preparation, assessment, and responsible AI learning.

• AI literacy
• Conceptual understanding
• Engagement / motivation
• Curriculum / course design
• LLM/Chat

• Completed

Higher education

Higher education

LLM/Chat

Hands-on / experiential learning

Medium

Medium

Developing Chatbots for Sustainability: Experiential Learning in an Undergraduate Business Course

• Dailin Zheng
• Yu Chen
• Yee Kit Chan
• Erica Lai
• Leslie J. Albert

Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 39 No. 28, EAAI-25

2025

10.1609/aaai.v39i28.35180

https://ojs.aaai.org/index.php/AAAI/article/view/35180

https://ojs.aaai.org/index.php/AAAI/article/view/35180/37335

017_Developing Chatbots for Sustainability_ Experiential Learning in an Undergraduate Business Course.pdf

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This paper presents an experiential learning pedagogy that teaches undergraduate business management information systems students hands-on AI skills through the lens of sus- tainability. The learning modules aim to empower undergrad- uate business students to gain interest and confidence in AI knowledge, skills, and careers, to sharpen their higher order thinking abilities, and to help them gain a deeper understand- ing of sustainability issues. Students learn AI through devel- oping chatbots that address pressing sustainability issues within their own communities. Results of the pilot study in- dicate that students have increased self-efficacy in AI, more positive attitudes towards AI learning and AI-related careers, enhanced sustainability awareness, and more confidence in their ability to innovate.

• Higher education

• AI output reliability, hallucination, academic integrity, and age-appropriate use require safeguards.

Not specified in extracted text unless noted in duration field.

Requires educators/researchers/facilitators with sufficient AI literacy and pedagogy knowledge for the target learners.

Infrastructure depends on AI tool type, learner devices, data access, and institutional policy context.

High

• duration

This entry was automatically extracted from the PDF text and manifest metadata. Fields should be manually verified before public registry publication, especially group size, location, duration, and outcome claims.