Rediscovering the use of chatbots in education: A systematic literature review

By José Quiroga Pérez, Thanasis Daradoumis, Joan Manuel Marquès Puig. Computer Applications in Engineering Education, 2020

406 citations recorded by the source corpus.

Chatbots have been around for years and have been used in many areas such as medicine or commerce. Our focus is on the development and current uses of chatbots in the field of education, where they can function as service assistants or as educational agents. In this research paper, we attempt to make a systematic review of the literature on educational chatbots that address various issues. From 485 sources, 80 studies on chatbots and their application in education were selected through a step‐by‐step procedure based on the guidelines of the PRISMA framework, using a set of predefined criteria. The results obtained demonstrate the existence of different types of educational chatbots currently in use that affect student learning or improve services in various areas. This paper also examines the type of technology used to unravel the learning outcome that can be obtained from each type of chatbots. Finally, our results identify instances where a chatbot can assist in learning under conditions similar to those of a human tutor, while exploring other possibilities and techniques for assessing the quality of chatbots. Our analysis details these findings and can provide a solid framework for research and development of chatbots for the educational field.

Subfields: Artificial Intelligence, Computer Science Applications

View Paper: https://www.semanticscholar.org/paper/6f07a03d6a96e943beeb3cad641c700f124c5cf7

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Citations in the corpus

Interacting with educational chatbots: A systematic review (2022, methodology): “A review study (Pérez et al., 2020) hinted at a similar issue by shedding light on the complex task of collecting data to train the chatbots.”
Are We There Yet? - A Systematic Literature Review on Chatbots in Education (2021, background): “Concerning the effect size, (Pérez et al., 2020) identi ﬁ ed a strong dependency between learning and the related curriculum, while (Winkler and Soellner, 2018) elaborate on general student characteristics that in ﬂ uence how students interact with chatbots.”
Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey (2023, background): “The authors also highlighted the challenge of comparing results across studies due to the lack of a standard construction protocol for chatbots [17].”