The introduction of Artificial Intelligence technology enables the integration of Chatbot systems into various aspects of education. This technology is increasingly being used for educational purposes. Chatbot technology has the potential to provide quick and personalised services to everyone in the sector, including institutional employees and students. This paper presents a systematic review of previous studies on the use of Chatbots in education. A systematic review approach was used to analyse 53 articles from recognised digital databases. The review results provide a comprehensive understanding of prior research related to the use of Chatbots in education, including information on existing studies, benefits, and challenges, as well as future research areas on the implementation of Chatbot technology in the field of education. The implications of the findings were discussed, and suggestions were made.

Chatbots applications in education: A systematic review

Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning

This study aims to investigate the effect of chatbots that work with artificial intelligence on the success of students and their opinions about chatbots in the ‘Matter and the changing state of matter’ unit in the 5th grade science course. In addition to text-based functions, the designed chatbot includes a video accessed on the web to support students visually and aurally. The chatbot was designed using the Dialogflow program and an instant messaging program made available to students through a group created on Telegram. The study, which used a quasi-experimental pretest-posttest design, included 41 participants (n = 20 for the experimental, n = 21 for the control group) studying in the 5th grade of a state secondary school in the 2020-2021 academic year. Results suggest that although there was no significant difference between the experimental and control groups in terms of academic achievement, it was determined that the chatbot application positively affected the online learning experience of the experimental group students. Students’ opinions about the chatbot included that it was useful and fun, they would like to use it for other courses, it provided useful assistance in learning outside the classroom, and it allowed them to repeat the course again. The results showed that, especially during the Covid-19 pandemic, such applications could contribute positively to students’ learning.

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Chatbot application in a 5th grade science course.

Educators have indicated that social approaches to reading such as book talk activities are helpful for promoting students' interest in reading. However, it is not possible for teachers to interact with all students to talk about the books they have read as they have different language proficiency levels and different topics of interest. This study thus aimed to understand the affordances of a chatbot built with artificial intelligence techniques as a book talk companion, and to explore the role of the interaction in students' engagement and interest in reading. Adopting AI techniques, the chatbot in this study had basic understanding of 157 books. While students could choose any of the books to read and interact with the chatbot, the chatbot provided book talk and social affective cues to facilitate the book talk. Multiple data sources from 68 students participating in a 6-week reading activity were collected and analyzed. It was found that students perceived a high level of social connection with the chatbot. In particular, students talking with the chatbot maintained a stable level of situational interest in the value dimension, while the interest of those who did not participate in the book talk with the chatbot faded significantly. Students' perceptions of the social connection with the chatbot were closely related to their engagement in the reading activity and correlated with both their triggered-situational interest and maintained situational interest. The results provide insights into how a chatbot with AI techniques can create a positive reading experience to sustain students’ interest in learning. • AI-enabled chatbots can act as reading companions. • Chatbots maintained high level of social connection with students. • Social connection with chatbots was closely related to situational interest. • AI techniques can be an alternative to facilitate the social reading practice. 

Michael Pin-Chuan Lin

Papers

Enhancing Post-Secondary Writers' Writing Skills with a Chatbot: A Mixed-Method Classroom Study.