Chatbots applications in education: A systematic review

The adoption of educational chatbots is on the rise due to their ability to provide a cost-effective method to engage students and provide a personalized learning experience (Benotti et al., 2018). Chatbot adoption is especially crucial in online classes that include many students where individual support from educators to students is challenging (Winkler & Söllner, 2018). Moreover, chatbots may interact with students individually (Hobert & Meyer von Wolff, 2019) or support collaborative learning activities (Chaudhuri et al., 2009; Tegos et al., 2014; Kumar & Rose, 2010; Stahl, 2006; Walker et al., 2011). Chatbot interaction is achieved by applying text, speech, graphics, haptics, gestures, and other modes of communication to assist learners in performing educational tasks. While chatbots serve as valuable educational tools, they cannot replace teachers entirely.

This also helps students receive personalised help and feedback according to their individual progress. As a result, students engage with the education bots and learn actively. According to Adamopoulou and Moussiades (2020), it is impossible to categorize chatbots due to their diversity; nevertheless, specific attributes can be predetermined to guide design and development goals. For example, in this study, the rule-based approach using the if-else technique (Khan et al., 2019) was applied to design the EC. The rule-based chatbot only responds to the rules and keywords programmed (Sandoval, 2018), and therefore designing EC needs anticipation on what the students may inquire about (Chete & Daudu, 2020).

AI Assistant forAlum Engagement

Finally, the seventh question discusses the challenges and limitations of the works behind the proposed chatbots and potential solutions to such challenges. Addressing these gaps in the existing literature would significantly benefit the field of education. Firstly, further research on the impacts of integrating chatbots can shed light on their long-term sustainability and how their advantages persist over time. This knowledge is crucial for educators and policymakers to make informed decisions about the continued integration of chatbots into educational systems.

• Can you assist me in developing a useful and clear syllabus for first-year students?
• Additionally, by measuring the accuracy of your chatbot’s responses, you can make adjustments and improve its performance over time.
• Also, a lack of clarity and satisfaction among the students will waste all your time and efforts.
• At the same time, students can leverage chatbots to access relevant course materials for assessments during the period of their course.

Through chatbot technology it is easier to collect and store student information to use it as and when required. Institutes no longer have to constantly summon students for their details every single time something needs to be updated. Chatbots can answer all student queries related to the course, assignments and deadlines.

Student Engagement

There’s a lot of fascinating research in the area of human-robot collaboration and human-robot teams. When using a chatbot, the gathering of data and feedback from the students happens in a way that is organic and integrated into the learning experience — without the need for separate surveys or tests. The data is captured digitally in a format that can be analyzed manually or by using algorithms that can detect themes, patterns, and connections.

Furthermore, there are also limited studies in strategies that can be used to improvise ECs role as an engaging pedagogical communication agent (Chaves & Gerosa, 2021). Besides, it was stipulated that students’ expectations and the current reality of simplistic bots may not be aligned as Miller (2016) claims that ANI’s limitation has delimited chatbots towards a simplistic menu prompt interaction. According to Kumar and Silva (2020), acceptance, facilities, and skills are still are a significant challenge to students and instructors.

Multilingual support integrated with chatbot capabilities

The teaching agents presented in the different studies used various approaches. For instance, some teaching agents recommended tutorials to students based upon learning styles (Redondo-Hernández & Pérez-Marín, 2011), students’ historical learning (Coronado et al., 2018), and pattern matching (Ondáš et al., 2019). In some cases, the teaching agent started the conversation by asking the students to watch educational videos (Qin et al., 2020) followed by a discussion about the videos.

You also should not enter copyrighted data or intellectual property that belongs to others, such as student work, unless you have their permission. University IT provides additional guidance on the responsible use of AI regarding privacy and data security on their Responsible AI at Stanford webpage. Lastly, if you’re a school administrator, you might need to deal with concerns from teachers on chatbots for education. Because of the power of AI tech, many people (in many industries) are afraid they might be replaced. Regardless of subject matter, the act of reading and memorizing can sometimes lull even the most dedicated students.

Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes.

However, maintaining the trends was never possible without opting for the most recent global trend, known as chatbots. However, like most powerful technologies, the use of chatbots offers challenges and opportunities. In an experiment in which the chatbot is asked to design a trendy women’s shoe, it offers several possible alternatives and then, when asked, serially and skillfully refines the design. Two recent articles in the journal Nature described its application to weather forecasting. As a result, educators can understand the pain points faced by dissatisfied students and find out effective ways to identify and remove those bottlenecks. The chatbot isn’t just the recipient of inquiries and questions – schools, colleges, and universities can use it to proactively send reminders, messages, or news.

This allows educational institutions to efficiently provide support and resources to a large number of students at once. Thus, can help to improve student satisfaction, support a positive learning experience, and a greater student engagement. Accordingly, chatbots popularized by social media and MIM applications have been widely accepted (Rahman et al., 2018; Smutny & Schreiberova, 2020) and referred to as mobile-based chatbots.

Nonetheless, the existing review studies have not concentrated on the chatbot interaction type and style, the principles used to design the chatbots, and the evidence for using chatbots in an educational setting. Like all of us, teachers are bound by time and space — but can educational technology offer new ways to make a teacher’s presence and knowledge available to learners? Stanford d.school’s Leticia Britos Cavagnaro is pioneering efforts to extend interactive resources beyond the classroom. She recently has developed the “d.bot,” which takes a software feature that many of us know through our experiences as customers — the chatbot — and deploys it instead as a tool for teaching and learning. Jenny Robinson, a member of the Stanford Digital Education team, discussed with Britos Cavagnaro what led to her innovation, how it’s working and what she sees as its future. As Conversational AI and Generative AI continue to advance, chatbots in education will become even more intuitive and interactive.

Chatbots in education

The administration department can use chatbots to ease the administration process for both sides of the desk. Chatbot for students avoid unnecessary travelling and waiting in long lines to get information regarding fee structure, course details, scholarships, campus guides and school events. They reduce the workload for administration by segregating all existing data and answering all institute-related and other reoccurring queries. Chatbots also help digitalise the enrolment process and make communication between students and universities way less complicated.

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