A bibliometric analysis of artificial intelligence chatbots in educational contexts

Abstract

Purpose The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. Design/methodology/approach This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Findings Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. Research limitations/implications The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. Originality/value This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

Developing Effective Educational Chatbots with GPT: Insights from a Pilot Study in a University Subject

“…Systematic reviews and critical analyses, such as those conducted by Ibna Riza et al [18], confirm the positive impact of chatbots on enhancing learning accessibility and personalization, and also underscore the critical importance of developing robust frameworks for data privacy and algorithmic equity. This balanced approach to chatbot integration, supported by Kooli's [19] research on ethical implications and Lin and Yu's [20] bibliometric analysis, highlights an expanding academic landscape leaning towards greater inclusion of AI in educational contexts. These studies suggest that by proactively addressing ethical concerns and focusing on the development of learner competencies, we can effectively navigate the challenges posed by advanced technology.…”

Serving customers through chatbots: positive and negative effects on customer experience

“…, 2021), hospitality and tourism (Li et al. , 2021), or education (Lin and Yu, 2023), chatbots have been investigated in terms of attributes, such as their design, capabilities and applications. Previous literature highlights the main benefits of the chatbot as speed of use, personalised user-driven information and the ability to perform tasks in a fast, efficient and automated manner (Li et al.…”

“…Whilst preliminary studies have been published in computer science literature, it is only recently that chatbots have garnered substantial attention in service research (Mozafari et al, 2021). Across service settings including retailing (Chen et al, 2021), hospitality and tourism (Li et al, 2021), or education (Lin and Yu, 2023), chatbots have been investigated in terms of attributes, such as their design, capabilities and applications. Previous literature highlights the main benefits of the chatbot as speed of use, personalised user-driven information and the ability to perform tasks in a fast, efficient and automated manner .…”

Navigating the Adoption of Artificial Intelligence in Higher Education

“…In the context of education, AI gives students greater chances in out-of-classroom environments and assists them in overcoming certain learning challenges in the new online educational settings after COVID-19 (Fryer et al, 2020). It is indicated that chatbots powered by AI are a distinct category when it comes to educational applications (Lin & Yu, 2023). It is also crucial to use contemporary AI to replace old technologies and manual processes in higher education.…”

“…Notwithstanding the potential advantages, the adoption of AI in the scope of higher education remains constrained (Elhajji et al, 2020). While existing literature reviews have provided an overview of relevant studies in the broader context of technological advancements, limited attention is observed in the applications of AI chatbots with an intermediate focus on education (Lin & Yu, 2023). There could be many factors that contribute to this limitation, which may include issues around data privacy, the need for necessary training, and concerns about the displacement of conventional methods of learning (Ntoutsi et al, 2020).…”