This can lead to the teacher-bandwidth problem ( Wiley and Edwards, 2002), the result of a shortage of teaching staff to provide highly informative and competence-oriented feedback at large scale. Typical teaching activities like providing students with feedback, motivating them, or adapting course content to specific student groups are still entrusted exclusively to teachers, even in digital learning environments. They have found their way into schools and higher education institutions through Learning Management Systems and Massive Open Online Courses, enabling teachers to scale up good teaching practices ( Ferguson and Sharples, 2014) and allowing students to access learning material ubiquitously ( Virtanen et al., 2018).ĭespite the innovative power of educational technologies, most commonly used technologies do not substantially change teachers’ role. For all three challenges, we discuss opportunities for future research.Įducational Technologies enable distance learning models and provide students with the opportunity to learn at their own pace. We conclude our systematic review by pointing to three main research challenges: 1) Aligning chatbot evaluations with implementation objectives, 2) Exploring the potential of chatbots for mentoring students, and 3) Exploring and leveraging adaptation capabilities of chatbots.
Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education.
In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. 3Computer Science Faculty, Goethe University, Frankfurt am Main, GermanyĬhatbots are a promising technology with the potential to enhance workplaces and everyday life.2Educational Science Faculty, Open University of the Netherlands, Heerlen, Netherlands.1Information Center for Education, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.Sebastian Wollny 1*, Jan Schneider 1*, Daniele Di Mitri 1, Joshua Weidlich 1, Marc Rittberger 1 and Hendrik Drachsler 1,2,3
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