AI tutors and emotional support to reduce academic stress among students at Spanish universities

Download article
Article

AI tutors and emotional support to reduce academic stress among students at Spanish universities

Olena Panchenko

Received 09.01.2026, Revised 01.01.1970, Accepted 08.06.2026

https://doi.org/10.67524/verus2/1.2026.38

Retrieved from Vol. 2, No. 1, 2026

Pages 38-52

Abstract

The study aimed to assess how digital tutoring systems with emotional support functions affect students’ academic stress in the context of Spanish higher education. The study was conducted using a quasi-experimental design with pre-and post-tests in the control and experimental groups. Initial measurements revealed a prevalence of moderate and high levels of academic stress among the study participants. Following the conclusion of the experiment, a reduction in academic stress, academic anxiety and emotional exhaustion was observed in the experimental group, whilst no significant changes were found in the control group. In the experimental group, the proportion of students with high academic stress decreased from 33.3% to 12.5%, while the mean stress score fell from 3.69 to 2.81 points. A high level of agreement was found between algorithmic recognition of emotional state and students’ self-assessments, amounting to 86.3%. The highest ratings were given to the functions explaining the learning material, step-by-step recommendations and brief emotional check-ins. A statistically significant inverse relationship was found between the regularity of artificial intelligence tutor use and the level of academic stress (Pearson’s correlation coefficient r=-0.62; p<0.001). Regression analysis showed that the greatest contribution to reducing academic stress came from the regularity of digital tutor use, the initial level of academic stress, and trust in the recommendations of artificial intelligence systems. The practical significance of the study lies in substantiating the feasibility of using AI tutors and emotional support systems to support students’ independent study, reduce academic stress and improve digital support within the university educational environment

References
  1. Aguado-García, J.-M., Alonso-Muñoz, S., & De-Pablos-Heredero, C. (2025). Using artificial intelligence for higher education: An overview and future research avenues. SAGE Open, 15(2). doi: 10.1177/21582440251340352.
  2. American Sociological Association. (2025). Code of ethics. Retrieved from https://www.asanet.org/wp-content/uploads/savvy/images/asa/docs/pdf/CodeofEthics.pdf.
  3. Ariza, H.H. (2026a). Advancing AI-powered tutoring systems: Institutional scaling, data-informed pedagogy, and responsible integration in higher education. Clareus Scientific Science and Engineering, 3(3), 35-40.
  4. Ariza, H.H. (2026b). Implementing AI-powered tutoring systems to enhance personalized learning in higher education. In D. Guralnick, M.E. Auer & A. Poce (Eds.), Proceedings of “The learning ideas conference” 2025: Creativity and new technologies in learning for the workplace and higher education (pp. 351-363). Cham: Springer. doi: 10.1007/978-3-032-09908-2_26.
  5. Baillifard, A., Gabella, M., Banta Lavenex, P., & Martarelli, C.S. (2025). Effective learning with a personal AI tutor: A case study. Education and Information Technologies, 30(1), 297-312. doi: 10.1007/s10639-024-12888-5.
  6. ElMessiry, A. (2025). Personalized AI educational tutor: A framework for customized student education. In INTED2025 proceedings: 19th international technology, education and development conference (pp. 3608-3612). Valencia: IATED. doi: 10.21125/inted.2025.0911.
  7. European Commission. (2021). Ethics and data protection. Retrieved from https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-and-data-protection_he_en.pdf.
  8. Flores Limo, F.A., et al. (2023). Personalized tutoring: ChatGPT as a virtual tutor for personalized learning experiences. Przestrzeń Społeczna (Social Space), 23(1), 292-312.
  9. Galindo-Domínguez, H., Delgado, N., Losada, D., & Etxabe, J.-M. (2024). An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective. Journal of Digital Learning in Teacher Education, 40(1), 41-56. doi: 10.1080/21532974.2023.2284726.
  10. Gallastegui, L.M.G., & Forradellas, R.R. (2024). Optimization of the educational experience in higher education using predictive artificial intelligence models. Revista de Gestão Social e Ambiental, 18(5), article number e07111. doi: 10.24857/rgsa.v18n5-104.
  11. González-Rico, P., & Lluch Sintes, M. (2024). Empowering soft skills through artificial intelligence and personalised mentoring. Education Sciences, 14(7), article number 699. doi: 10.3390/educsci14070699.
  12. Gurung, A., Lin, J., Gutterman, J., Thomas, D.R., Houk, A., Gupta, S., Brunskill, E., Branstetter, L., Aleven, V., & Koedinger, K. (2025). Human tutoring improves the impact of AI tutor use on learning outcomes. In A.I. Cristea, E. Walker, Y. Lu, O.C. Santos & S. Isotani (Eds.), Artificial intelligence in education: 26th international conference, AIED 2025 (pp. 393-407). Cham: Springer. doi: 10.1007/978-3-031-98459-4_28.
  13. Hajeer, A., Papp-Váry, Á., & Pólya, É. (2024). AI tutors vs. human instructors: Perceptions of higher education students in Hungary and Spain. Edutec: Revista Electrónica de Tecnología Educativa, 89, 105-120. doi: 10.21556/edutec.2024.89.3523.
  14. Hernández-Herrera, J.R., Ortiz-Bejar, J., & Ortiz-Bejar, J. (2026). Adaptive and personalized learning in higher education: An artificial intelligence-based approach. Education Sciences, 16(1), article number 109. doi: 10.3390/educsci16010109.
  15. ICC/ESOMAR International Code of Conduct for Market, Public and Social Research and Data Analysis. (2025, July). Retrieved from https://standards.esomar.org/assets/documents/icc-esomar-code-2025.pdf.
  16. Javed, S., e Zehra, S.R., Ullah, H., & Naveed, M. (2025). How AI can detect emotional cues in students, improving virtual learning environments by providing personalized support and enhancing social-emotional learning. Review of Applied Management and Social Sciences, 8(1), 643-660. doi: 10.47067/ramss.v8i1.500.
  17. Jony, A.I., Lara Navarra, P., & Serradell-López, E. (2025). Key functionalities of personalized AI tutoring systems that boost learning outcomes in higher education. In ICERI2025 proceedings: 18th annual international conference of education, research and innovation (pp. 8200-8209). Seville: IATED. doi: 10.21125/iceri.2025.2292.
  18. Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports, 15, article number 17458. doi: 10.1038/s41598-025-97652-6.
  19. Khanmigo. (n.d.). Retrieved from https://www.khanmigo.ai.
  20. Klimova, B., & Pikhart, M. (2025). Exploring the effects of artificial intelligence on student and academic well-being in higher education: A mini-review. Frontiers in Psychology, 16, article number 1498132. doi: 10.3389/fpsyg.2025.1498132.
  21. López-Goyez, J.P., González-Briones, A., & Chamorro Villarreal, A.F. (2024). Intelligent tutoring systems in smart learning environments for higher education: A systematic literature review. In C. Herodotou, S. Papavlasopoulou, C. Santos, M. Milrad, N. Otero, P. Vittorini, R. Gennari, T. Di Mascio, M. Temperini & F. De la Prieta (Eds.), Methodologies and intelligent systems for technology enhanced learning, 14th international conference (pp. 265-276). Cham: Springer. doi: 10.1007/978-3-031-73538-7_24.
  22. Mehrad, A., Tahriri Zangeneh, M.H., Bouzedif, M., & Rweramila, N.G. (2025). Educational stress and artificial intelligence tools: A study of international students’ experiences in Spanish higher education. Journal of Asian Social Science Research, 7(1), 1-32. doi: 10.15575/jassr.v7i1.127.
  23. Pratama, M.P., Sampelolo, R., & Lura, H. (2023). Revolutionizing education: Harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of Education, Language Teaching and Science, 5(2), 350-357. doi: 10.52208/klasikal.v5i2.877.
  24. Rodríguez Cairo, D., & Ramírez Echavarría, Y. (2023). Smart tutors: Improving the quality of higher education through AI. LatIA, 1, article number 8. doi: 10.62486/latia20238.
  25. Sajja, R., Sermet, Y., Cikmaz, M., Cwiertny, D., & Demir, I. (2024). Artificial intelligence-enabled intelligent assistant for personalized and adaptive learning in higher education. Information, 15(10), article number 596. doi: 10.3390/info15100596.
  26. Sari, H.E., Tumanggor, B., & Efron, D. (2024). Improving educational outcomes through adaptive learning systems using AI. International Transactions on Artificial Intelligence, 3(1), 21-31. doi: 10.33050/italic.v3i1.647.
  27. Shoukat, W., Rizwan, N., & Khan, M.T. (2025). The role of artificial intelligence (AI) tutors in personalized learning: Benefits and challenges. Journal of Social Signs Review, 3(4), 1-13.
  28. Sornavalli, G., Nair, S.M., Vardharajan, S., & Srinivasan, S. (2025). The AI tutor: Revolutionizing education through personalized learning. In C.S. Joice & M. Selvi (Eds.), Pedagogical revelations and emerging trends (pp. 1-8). London: CRC Press. doi: 10.1201/9781003587538-1.
  29. Suriá-Martínez, R., García-Castillo, F., López-Sánchez, C., & García del Castillo, J.A. (2025). Emotional profiles and their relationship with the use of artificial intelligence in university students. Behavioral Sciences, 15(11), article number 1573. doi: 10.3390/bs15111573.
  30. Vaca Zambrano, S.E., Machado Herrera, P.H., Huera Paltán, B.P., & Farez Atiencia, J.C. (2025). Implementation of artificial intelligence for personalized learning in higher education. Health, Science and Technology – Lecture Series, 4, article number 1436. doi: 10.56294/sctconf20251436.
  31. Woebot Health. (n.d.). Retrieved from https://woebothealth.com/.
  32. Wysa. (n.d.). Retrieved from https://www.wysa.com/.
  33. Zafar, Q., Kiren, A., & Naz, Z. (2026). The role of artificial intelligence in supporting students’ emotional regulation and learning anxiety. The Critical Review of Social Sciences Studies, 4(1), 589-600. doi: 10.59075/884gdn98.
  34. Zhang, X., Wong, S.Y., & Cheah Soon Lee, K. (2025). Effectiveness of AI-powered tutoring systems in enhancing learning outcomes. Eurasian Journal of Educational Research, 116, 143-172. doi: 10.14689/ejer.2025.116.09.
  35. Zong, Y., & Yang, L. (2025). How AI-enhanced social-emotional learning framework transforms EFL students’ engagement and emotional well-being. European Journal of Education, 60(1), article number e12925. doi: 10.1111/ejed.12925.
Suggested citation
Panchenko, O.P. (2026). AI tutors and emotional support to reduce academic stress among students at Spanish universities. Educational Innovation & Technology Journal, 2(1), 38-52. https://doi.org/10.67524/verus2/1.2026.38