Chatbot-assisted learning has become an important form of digital learning
support in contemporary child education. It provides learners with immediate
academic guidance, repeated explanation, revision support, and interactive
feedback. However, the educational value of chatbot-assisted learning depends not
only on the availability of digital support but also on the extent to which it promotes
cognitive engagement. Cognitive engagement refers to children’s active mental
involvement in learning, including attention, curiosity, reasoning, problem-solving,
persistence, and self-regulated learning. The present study examined
chatbot-assisted learning in child education from a cognitive engagement
perspective and analyzed its impact on learning outcomes through an AMOS-based
structural equation modelling approach. A quantitative research design was
adopted, and data were collected from 300 school-going children using the Chatbot
Assisted Learning and Cognitive Engagement Scale. The data were analyzed
through descriptive statistics, confirmatory factor analysis, reliability and validity
testing, model fit indices, and structural path analysis using AMOS. The findings
indicated that chatbot-assisted learning had a positive and significant effect on
cognitive engagement and learning outcomes. Cognitive engagement also had a
significant positive effect on learning outcomes and partially mediated the
relationship between chatbot-assisted learning and learning outcomes. The study
concludes that chatbot-assisted learning can support child education when it is used
as a supplementary learning system that promotes active thinking, guided
understanding, and responsible academic use.
chatbot-assisted learning, child education, cognitive engagement, learning outcomes, AMOS, structural equation modelling, digital learning support