Role of AI chatbots in education: systematic literature review.

Autor/inn/en	Labadze, Lasha; Grigolia, Maya; Machaidze, Lela
Titel	Role of AI chatbots in education: systematic literature review.
Quelle	In: International journal of educational technology in higher education, 20 (2023) 56, 17 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-023-00426-1
Schlagwörter	Systematic Review; Digitale Medien; Informations- und Kommunikationstechnologie; Künstliche Intelligenz; Neue Technologien; Künstliche Intelligenz; Literaturauswertung; Anwendung; Lehre; Adaptives System; Personalisierung; E-Learning; Adaptives System; Lehre; Technologieunterstütztes Lernen; E-Learning; Anwendung; Literaturauswertung; Online-Kommunikation; Personalisierung
Abstract	"In this paper, we try to understand the full benefits of AI chatbots in education, their opportunities, challenges, potential limitations, concerns, and prospects of using AI chatbots in educational settings. We conducted an extensive search across various academic databases, and after applying specific predefined criteria, we selected a final set of 67 relevant studies for review. The research findings emphasize the numerous benefits of integrating AI chatbots in education, as seen from both students' and educators' perspectives. We found that students primarily gain from AI-powered chatbots in three key areas: homework and study assistance, a personalized learning experience, and the development of various skills. For educators, the main advantages are the time-saving assistance and improved pedagogy. However, our research also emphasizes significant challenges and critical factors that educators need to handle diligently. These include concerns related to AI applications such as reliability, accuracy, and ethical considerations." [Abstract: Authors' information].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1