Interacting with educational chatbots: A systematic review

Abstract Chatbots hold the promise of revolutionizing education by engaging learners, personalizing learning activities, supporting educators, and developing deep insight into learners’ behavior. However, there is a lack studies that analyze recent evidence-based chatbot-learner interaction design techniques applied in education. This study presents systematic review 36 papers to understand, compare, reflect on attempts utilize chatbots using seven dimensions: educational field, platform, principles, role chatbots, styles, evidence, limitations. The results show were mainly designed web platform teach computer science, language, general education, few other fields such as engineering mathematics. Further, more than half used teaching agents, while third peer agents. Most predetermined conversational path, quarter utilized personalized approach catered students’ needs, experiential collaborative besides principles. Moreover, evaluated with experiments, primarily point improved subjective satisfaction. Challenges limitations include inadequate or insufficient dataset training reliance usability heuristics. Future should explore effect chatbot personality localization satisfaction effectiveness.