A Review of Opportunities and Challenges of Chatbots in Education

Autor/inn/en	Hwang, Gwo-Jen; Chang, Ching-Yi
Titel	A Review of Opportunities and Challenges of Chatbots in Education
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4099-4112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen) ORCID (Chang, Ching-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1952615
Schlagwörter	Artificial Intelligence; Teaching Methods; Technology Uses in Education; Databases; Student Attitudes; Learning Experience; Educational Research; Research Methodology; Research Needs; Foreign Countries; United States; Taiwan; Hong Kong + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Datenbank; Schülerverhalten; Lernerfahrung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Forschungsbedarf; Ausland; USA; Hongkong
Abstract	This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01