Exploring the Trend and Potential Distribution of Chatbot in Education: A Systematic Review

Abstract

This study reviews recently published scientific literature on the use of chatbot in education, in order to: (a) identify the potential contribution of the incorporation of chatbot as educational tool in educational institutions, (b) present a synthesis of the available empirical evidence on the educational effectiveness of chatbot as an educational tool, and (c) define future research perspectives concerning educational chatbot. From 369 sources, 25 studies on chatbots and their application in education were selected through a step‐by‐step procedure based on the guidelines of the modified PRISMA framework, using a set of predefined criteria between 2016 – 2021 in five prestigious databases (a) Ebscohost, (b) Emerald, (c) ScienceDirect, (d) SpringerLink, and (e) Scopus. For each article, we analyse the purpose of the study, the content to be taught with the aid of chatbot, the type of chatbot used, the research method used, and the sample characteristics (sample size, age range of students and/or level of education) and the results observed. The articles reviewed suggest that educational chatbot usually acts as an element that enhances learning and other benefits; however, this is not always the case, as there are still few studies that have reported adverse situations. The outcomes of the literature review are discussed in terms of their implications for future research and can provide helpful guidance for educators, practitioners and researchers in terms of design, implementation and research in the area.

Comparing the Performance of College Chemistry Students with ChatGPT for Calculations Involving Acids and Bases

“…Educational uses of chatbots, such as the ones discussed here, have been raised by others, but research into the effectiveness of this new technology has been limited. There is a growing need to research the application of chatbots for skill development, including problem-solving skills . Relatively little work has been done examining the use of chatbots on student learning, but that is poised to change with the growing popularity of this technology.…”

“…These include student performance before and after instruction, insights into student problem solving gained by analysis of their written work, and the accuracy of ChatGPT’s responses in terms of problem conceptualization, problem strategy, and reaching the solution. Recent reviews of chatbots in education − describe chatbots supporting teaching and learning objectives in different ways. To date, the primary chatbot-based educational use has been in “guided learning” activities in which students are asked to search for information and perform learning tasks requested by the teacher .…”

Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering

“…AI chatbots have the potential to enrich students' learning experiences and improve their engagement and motivation [32][33][34]. First, AI chatbots can create more engaging and personalized learning content for students based on their individual preferences and needs, giving them a better sense of autonomy, control, and interest in their learning experience [17].…”

“…First, they can act as virtual tutors, offering ongoing assistance to students outside of regular school hours and making learning more accessible and convenient [18,27]. Second, AI chatbots offer quick responses to queries and provide immediate feedback on varied concerns, questions, assignments, or projects [20,33]. This timely feedback helps students to rapidly make necessary improvements, identify misconceptions, or recognize inaccurate or incomplete ideas about a concept [20].…”

“…Broadly, the students recognized the role of the chatbot in guiding them through both in-class and homework learning activities. Aligned with the research findings of [20,33], the chatbot provided timely and valuable feedback on assignments, encompassing error detection and suggestions for improvement.…”