Leveraging AI-Driven Chatbots to Enhance First-Year Student Support: The USP SEM ZERO-GPT Initiative

Goundar, Raveena and Chand, Rajni K. and Hussein, Mohammed J. (2025) Leveraging AI-Driven Chatbots to Enhance First-Year Student Support: The USP SEM ZERO-GPT Initiative. [Conference Proceedings]

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Abstract

In partnership with the Commonwealth of Learning, the University of the South Pacific (USP) launched Semester Zero in January 2022 to support first-year students with foundational skills in literacy, numeracy and digital literacy. A key innovation introduced in January 2024 was the USP Semester Zero GPT (USP SEM ZERO-GPT), a customised AI-powered chatbot integrated into both the Moodle platform and a stand-alone web interface. Designed to offer real-time, 24/7 assistance, the chatbot addresses course-related queries, Moodle navigation issues and content from the 600+ page USP Handbook and Calendar. By 2025, the chatbot system evolved to incorporate OpenAI’s GPT-4o model, resulting in a significant improvement in answer accuracy — from 74.4% in 2024 to 96.9% in 2025. Analysis of 134 messages across 67 unique learner queries revealed that 75% were in scope, covering topics like course enrolment, assessment, certification and academic regulations. Notably, 42.9% of these focused on course enquiry, and over 11% sought guidance from the USP Handbook. Although primarily reactive, the system is increasingly perceived as a learning companion, supporting both academic and institutional navigation. Despite its strengths, the chatbot faces imitations. It struggles with sensitive, nuanced issues requiring human judgement and is less effective in regions with limited digital connectivity. The data also reflect growing demand for personalised and predictive features, such as subject-specific guidance, practice in multiple-choice questions and help with writing assignments or code — capabilities currently under development. Furthermore, learner feedback highlights the need for a multilingual interface, voice support and greater context-awareness in follow-up interactions. This paper presents a critical evaluation of the chatbot’s deployment in a Global South tertiary context. Drawing from mixed-methods data — including system analytics, user feedback and content analysis — we explore how AI can extend, but not replace, traditional learner support systems. The planned 2025 integration of a ticketing system for human follow-up indicates an evolving hybrid model. Ultimately, the USP SEM

Item Type:	Conference Proceedings
Uncontrolled Keywords:	AI in education, GPT-4o, learner support, digital literacy, Moodle, Semester Zero, Global South
Subjects:	L Education > L Education (General)
Divisions:	Centre for Flexible Learning (CFL)
Depositing User:	Nirma Narayan
Date Deposited:	08 Jan 2026 03:01
Last Modified:	08 Jan 2026 03:06
URI:	https://repository.usp.ac.fj/id/eprint/15236

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