Abstract
Abstract
Artificial intelligence is increasingly used in higher education to support interactive learning, skills rehearsal, and formative feedback. This pilot study explored students' self-reported experiences of an AI-mediated chatbot simulation in health sector training at a single South African university. It examined perceived usability, learning benefits and challenges, and the potential contribution of chatbot simulations to applied professional skills development. Eleven students interacted with an AI-mediated simulated patient designed for interviewing practice, reflective questioning, and formative feedback. Data were collected through demographic items, the System Usability Scale (SUS), and open-ended questions. The mean SUS score was 75.23, indicating generally positive usability, although this result should be interpreted cautiously because of the small sample. Qualitative content analysis identified six categories: formative feedback and low-stakes practice; rigidity, typing burden, and limited interactional realism; perceived gains in interviewing confidence; recommendations for more varied scenarios and structured feedback; development of reflective, clinical, and digital competencies; and possible applications across psychology and social work modules. The findings suggest that chatbot simulations may support learning when accompanied by clear orientation, flexible feedback, and face-to-face practice. Research with larger samples and stronger methodological controls is required.