Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis

By Rainer Winkler, Matthias Söllner. Academy of Management Proceedings, 2018

457 citations recorded by the source corpus.

Chatbots are becoming a ubiquitous trend in many fields such as medicine, product and service industry, and education. Chatbots are computer programs used to conduct auditory or textual conversations. A growing body of evidence suggests that these programs have the potential to change the way students learn and search for information. Especially in large-scale learning scenarios with more than 100 students per lecturer, chatbots are able to solve the problem of individual student support. However, until now, there has been no systematic, structured overview of their use in education. The aim of this paper is therefore to conduct a systematic literature review based on a multi-perspective framework, from which we have derived initial search questions, synthesized past research, and highlighted future research directions. We reviewed titles and abstracts of 1405 articles drawn from management, education, information systems, and psychology literature before examining and individually coding a relevant subset of 80 articles. The results show that chatbots are in the very beginning of entering education. Few studies suggest the potential of chatbots for improving learning processes and outcomes. Nevertheless, past research has revealed that the effectiveness of chatbots in education is complex and depends on a variety of factors. With our literature review, we make two principal contributions: first, we structure and synthesize past research by using an input-process-output framework, and secondly, we use the framework to highlight research gaps for guiding future research in that area.

Subfields: Artificial Intelligence, Computer Science Applications

View Paper: https://www.semanticscholar.org/paper/70f7241bd1f17cd9f21bdbc2fcd7c165412c2dcd

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Citations in the corpus

Interacting with educational chatbots: A systematic review (2022, background): “…such as the field of application (Smutny & Schreiberova, 2020; Wollny et al., 2021; Hwang & Chang, 2021), objectives and learning experience (Winkler & Söllner, 2018; Cunningham-Nelson et al., 2019; Pérez et al., 2020; Wollny et al., 2021; Hwang & Chang, 2021), how chatbots are applied…”
How Should My Chatbot Interact? A Survey on Social Characteristics in Human–Chatbot Interaction Design (2019, background): “ urgency [Dale 2016; Pereira et al. 2016] and their potential application for particular domains, which include education [Deryugina 2010; Rubin et al. 2010; Satu et al. 2015; Shawar and Atwell 2007; Winkler and Söllner 2018], business [Deryugina 2010; Shawar and Atwell 2007], health [Fadhil 2018; L”
Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education (2023, background): “The advent of AI-enabled tools, such as virtual teaching assistants (VTAs), offers a unique opportunity to bridge the gap between traditional teaching practices and the evolving needs of students (Winkler & Söllner, 2018).”
Are We There Yet? - A Systematic Literature Review on Chatbots in Education (2021, background): “…(DC2) derived from several publications, provide another classi ﬁ cation schema, which distinguishes between “ retrieval vs. generative ” based technology, the “ ability to incorporate context data, ” and “ speech or text interface ” (Winkler and Soellner, 2018; Smutny and Schreiberova, 2020).”
An Overview of Chatbot-Based Mobile Mental Health Apps: Insights From App Description and User Reviews (2022, unknown): “In recent years, chatbots have been used more frequently in various industries, including retail [2], customer service [3], education [4], and so on because of the advances in artificial intelligence (AI) and machine learning (ML) domains.”
Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success (2022, background): “…of chatbots has been mainly in the areas of health and well-being, language learning, feedback facilitation, metacognitive thinking, and student queries (Chuah & Kabilan, 2021; Petrović & Jovanović, 2021; Winkler & Soellner, 2018) with most noting the educational benefits of chatbot interactions.”
Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance (2020, background): “An essential step for highlighting the importance of chatbots is to investigate the value of chatbots supported by learning theory in comparison to other forms of learning settings (Winkler & Soellner, 2018).”