Abstract
In recent years, the advances in Artificial Intelligence (AI), embodied by ChatGPT among others, have propelled significant
breakthroughs across various domains, coinciding with the increasingly digitized landscape of education. This shift and the
advances in AI sparked considerable interest in leveraging AI to support both students and teachers. Within the existing AI
applications in education, chatbots, also known as conversational agents, have emerged as a prominent focus due to their
round-the-clock availability, empowering students to seek assistance or engage in learning at their convenience. Data from the
Scopus database illustrates an exponential growth in research on chatbots in education, surging from 53 in 2019 to 255 in
EARLI 2024 SIG 6&7 Conference 22
2023, paralleled by a rise in literature reviews on this topic. However, an analysis of recent literature reviews identified two
common gaps: insufficient discussion of (1) the underlying technology behind AI-powered chatbots in education and (2) the
educational theories informing the integration of chatbots in educational settings. To address these gaps, this study conducts
a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
method. Following the screening of 581 publications identified through keywords in the Web of Science and Scopus
databases, 71 publications are included in the analysis. Results will be discussed during the presentation.
breakthroughs across various domains, coinciding with the increasingly digitized landscape of education. This shift and the
advances in AI sparked considerable interest in leveraging AI to support both students and teachers. Within the existing AI
applications in education, chatbots, also known as conversational agents, have emerged as a prominent focus due to their
round-the-clock availability, empowering students to seek assistance or engage in learning at their convenience. Data from the
Scopus database illustrates an exponential growth in research on chatbots in education, surging from 53 in 2019 to 255 in
EARLI 2024 SIG 6&7 Conference 22
2023, paralleled by a rise in literature reviews on this topic. However, an analysis of recent literature reviews identified two
common gaps: insufficient discussion of (1) the underlying technology behind AI-powered chatbots in education and (2) the
educational theories informing the integration of chatbots in educational settings. To address these gaps, this study conducts
a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
method. Following the screening of 581 publications identified through keywords in the Web of Science and Scopus
databases, 71 publications are included in the analysis. Results will be discussed during the presentation.
Original language | English |
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Pages | 21-22 |
Number of pages | 2 |
Publication status | Published - 28 Aug 2024 |
Event | SIG 6&7 conference 2024 - Tübingen, Germany Duration: 21 Aug 2024 → 23 Aug 2024 https://www.earli.org/sig-6-7-conference-2024 |
Conference
Conference | SIG 6&7 conference 2024 |
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Country/Territory | Germany |
City | Tübingen |
Period | 21/08/24 → 23/08/24 |
Internet address |