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Cited by 100Artificial Intelligence in EducationAI in Service InteractionsIntelligent Tutoring Systems and Adaptive Learning

A bibliometric analysis of artificial intelligence chatbots in educational contexts

Lin, Yupeng, Yu, Zhonggen·2024·Interactive Technology and Smart Education
DOI 10.1108/itse-12-2022-0165
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Abstract

Purpose: The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. Design/methodology/approach: This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Findings: Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. Research limitations/implications: The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. Originality/value: This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

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Crossref · 10.1108/itse-12-2022-0165

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60 of 60 references verified0 citation errors · 0 not checkable

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  • The use of chatbots has been increasingly reported; Gorashi et al. analyzed their strengths, weaknesses, opportunities, and threats in this context; chatbots have assisted students in history-taking practice and preparing for objective structured clinical examinations (OSCE); in one study comparing the use of ChatGPT with a traditional textbook for learning medical terminology, ChatGPT provided

    “The use of chatbots has been increasingly reported [40, 112–115]. Gorashi et al. analyzed their strengths, weaknesses, opportunities, and threats in this context [107]. Chatbots have assisted students in history-taking practice [116] and preparing for objective structured clinical examinations (OSCE) [117]. In one study comparing the use of ChatGPT with a traditional textbook for learning medical”

    From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [115]

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Authors
Lin, Y., & Yu, Z.
Affiliations
Beijing Language and Culture University (CN)
ORCID
Venue
Interactive Technology and Smart Education
Publisher
Emerald
Published
2023-03-28
Volume
21
Issue
2
Pages
189-213
ISSN
1741-5659 (ISSN-L)
DOI
10.1108/itse-12-2022-0165
OpenAlex
W4361009501
Cited by
99
References
60
Citations by year
2026: 17 · 2025: 39 · 2024: 35 · 2023: 8
FWCI
23.24
Type
journal article
Language
en
Open access
closed
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
Interactive Technology and Smart Education (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords
AI chatbots, educational chatbots, educational technology, language teaching, automated grading, healthcare education, medical training, chatbot effectiveness, chatbot acceptance, post-COVID-19 learning, research trends

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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