Chatbots for learning: A review of educational chatbots for the Facebook Messenger

By P. Smutny, Petra Schreiberova. Comput. Educ., 2020

614 citations recorded by the source corpus.

Abstract With the exponential growth in the mobile device market over the last decade, chatbots are becoming an increasingly popular option to interact with users, and their popularity and adoption are rapidly spreading. These mobile devices change the way we communicate and allow ever-present learning in various environments. This study examined educational chatbots for Facebook Messenger to support learning. The independent web directory was screened to assess chatbots for this study resulting in the identification of 89 unique chatbots. Each chatbot was classified by language, subject matter and developer's platform. Finally, we evaluated 47 educational chatbots using the Facebook Messenger platform based on the analytic hierarchy process against the quality attributes of teaching, humanity, affect, and accessibility. We found that educational chatbots on the Facebook Messenger platform vary from the basic level of sending personalized messages to recommending learning content. Results show that chatbots which are part of the instant messaging application are still in its early stages to become artificial intelligence teaching assistants. The findings provide tips for teachers to integrate chatbots into classroom practice and advice what types of chatbots they can try out.

Subfields: Artificial Intelligence, Information Systems

View Paper: https://www.semanticscholar.org/paper/b305672bc79f2d6059dc4ad8ac6f5624eb851f71

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Citations in the corpus

Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA (2023, neutral): “In education, chatbots have gained popularity as interactive learning tools in recent years (Smutny & Schreiberova, 2020).”
Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey (2023, background): “Educational chatbots, however, face various limitations and challenges [14], [15].”
Challenges and Future Directions of Big Data and Artificial Intelligence in Education (2020, background): “…education over the past few decades has been dedicated to advancing intelligent computing technologies such as intelligent tutoring systems (Graesser et al., 2005; Gobert et al., 2013; Nye, 2015), robotic systems (Toh et al., 2016; Anwar et al., 2019), and chatbots (Smutny and Schreiberova, 2020).”
Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world (2023, background): “Online applications and systems such as search engines, chatbots (Smutny & Schreiberova, 2020), smart assistants (Dizon, 2017), language translation, online games and simulations are now equipped with AI capabilities (Martinez, 2022).”
A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 (2021, background): “80 Smutny and Schreiberova [98] ROL Chatbots Disciplinary knowledge (Not mentioned the educational level) DA 0”
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot (2023, neutral): “As current chatbots need further re ﬁ nement for successful learning (Smutny & Schreiberova, 2020), school students can get demotivated easier and their SRL is not sophisticated to overcome the problems they encountered (Peeters et al., 2016).”
Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics (2021, background): “Smutny and Schreiberova (2020) have studied 47 educational chatbots available in Facebook Messenger platform based on attributes of the quality of teaching and accessibility, among others.”
Interacting with educational chatbots: A systematic review (2022, methodology): “Smutny and Schreiberova (2020) examined chatbots as a learning aid for Facebook Mes-senger.”