<![CDATA[Abstract- The use of chatbots in the learning process has been increasingly investigated and applied. While many studies have discussed the chatbot's ability to motivate students' interest in learning, few have examined whether students' perception of learning affects the effectiveness of chatbots and the pedagogical approach taken by chatbots as conversational agents during the learning process. There is a need for new analysis to capture the effects of Chatbot-Assisted Learning (Chatbot-AL) and student-chatbot conversations. In an eight-week semester, 48 first-year undergraduate students participated in a chatbot-assisted learning environment integrated into an engineering course. Data were collected through questionnaires on students' learning motivation and discourse in chatbot conversations. Statistical non-parametric analysis and Epistemic Network Analysis (ENA) were used to explore the research questions. The results showed that students with high learning perception had better learning motivation using chatbot-AL than students with low learning perception. Additionally, most of the questions asked by students were aimed at receiving emotional support through casual conversation with the chatbot. Finally, the implications, limitations, and conclusions were discussed.]]>
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