From Textbook to Talkbot: A Case Study of a Greek-Language RAG-Based Chatbot in Higher Education

• URL: http://arxiv.org/abs/2601.14265v1
• Date: Tue, 23 Dec 2025 22:40:03 GMT
• Title: From Textbook to Talkbot: A Case Study of a Greek-Language RAG-Based Chatbot in Higher Education
• Authors: Maria Eleni Koutsiaki, Marina Delianidi, Chaido Mizeli, Konstantinos Diamantaras, Iraklis Grigoropoulos, Nikolaos Koutlianos,
• Abstract summary: The study aims to evaluate the effectiveness, reliability, and perceived usability of RAG based chatbots in higher education.<n>Findings from this research are expected to contribute to the emerging field of AI driven education.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: The integration of AI chatbots into educational settings has opened new pathways for transforming teaching and learning, offering enhanced support to both educators and learners. This study investigates the design and application of an AI chatbot as an educational tool in higher education. Designed to operate in the Greek language, the chatbot addresses linguistic challenges unique to Greek while delivering accurate, context grounded support aligned with the curriculum. The AI chatbot is built on the Retrieval Augmented Generation (RAG) framework by grounding its responses in specific course content. RAG architecture significantly enhances the chatbots reliability by providing accurate, context-aware responses while mitigating common challenges associated with large language models (LLMs), such as hallucinations and misinformation. The AI chatbot serves a dual purpose: it enables students to access accurate, ondemand academic support and assists educators in the rapid creation of relevant educational materials. This dual functionality promotes learner autonomy and streamlines the instructional design process. The study aims to evaluate the effectiveness, reliability, and perceived usability of RAG based chatbots in higher education, exploring their potential to enhance educational practices and outcomes as well as supporting the broader adoption of AI technologies in language specific educational contexts. Findings from this research are expected to contribute to the emerging field of AI driven education by demonstrating how intelligent systems can be effectively aligned with pedagogical goals.

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