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Cited by 123Artificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive LearningAI in Service Interactions

AI Chatbots in Education: Challenges and Opportunities

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Davar, Narius Farhad, Dewan, M. Ali Akber, Zhang, Xiaokun·2025·Information
DOI 10.3390/info16030235
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Abstract

With the emergence of artificial intelligence (AI), machine-learning (ML), and chatbot technologies, the field of education has been transformed drastically. The latest advancements in AI chatbots (such as ChatGPT) have proven to offer several benefits for students and educators. However, these benefits also come with inherent challenges, that can impede students’ learning and create hurdles for educators. The study aims to explore the benefits and challenges of AI chatbots in educational settings, with the goal of identifying how they can address existing barriers to learning. The paper begins by outlining the historical evolution of chatbots along with key elements that encompass the architecture of an AI chatbot. The paper then delves into the challenges and limitations associated with the integration of AI chatbots into education. The research findings from this narrative review reveal several benefits of using AI chatbots in education. AI chatbots like ChatGPT can function as virtual tutoring assistants, fostering an adaptive learning environment by aiding students with various learning activities, such as learning programming languages and foreign languages, understanding complex concepts, assisting with research activities, and providing real-time feedback. Educators can leverage such chatbots to create course content, generate assessments, evaluate student performance, and utilize them for data analysis and research. However, this technology presents significant challenges concerning data security and privacy. Additionally, ethical concerns regarding academic integrity and reliance on technology are some of the key challenges. Ultimately, AI chatbots offer endless opportunities by fostering a dynamic and interactive learning environment. However, to help students and teachers maximize the potential of this robust technology, it is essential to understand the risks, benefits, and ethical use of AI chatbots in education.

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  • ChatGPT enhances ESL learners' writing, engagement, and self-directed learning.

    “While ChatGPT enhances ESL learners' writing, engagement, and selfdirected learning, its integration also poses risks such as plagiarism and over-reliance [3,20].”

    From Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education (2025) · cites this paper as [3]

    Section 4.2.3 (pp. 16–17) describes interactive learning and exercises tailored to ESL learners, while section 4.2.1 (pp. 14–15) says ChatGPT can increase learner engagement. The paper does not establish that ChatGPT improves ESL learners’ writing or self-directed learning specifically. It also discusses plagiarism and over-reliance as risks in sections 4.3.1 (p. 17) and 4.3.5 (p. 20). (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • AI chatbots have innovative possibilities for education but pose legitimate concerns for academic integrity, more so with the limitations of currently available detection tools.

    “Although AI chatbots have innovative possibilities for education, they pose legitimate concerns for academic integrity, more so with the limitations of currently available detection tools [3].”

    From Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education (2025) · cites this paper as [3]

  • Content produced by AI tends to slip past detection tools currently in place.

    “The authors acknowledge that content produced by AI tends to slip past detection tools currently in place, thus calling for more stringent and ethical policies on AI integration for institutions [3].”

    From Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education (2025) · cites this paper as [3]

  • ChatGPT integration poses risks such as plagiarism and over-reliance.

    “While ChatGPT enhances ESL learners' writing, engagement, and selfdirected learning, its integration also poses risks such as plagiarism and over-reliance [3,20].”

    From Evaluating the Effectiveness and Ethical Implications of AI Detection Tools in Higher Education (2025) · cites this paper as [3]

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Cited by

Sorted by citations

Authors
Davar, N. F., Dewan, M. A. A., & Zhang, X.
Affiliations
Athabasca University (CA)
ORCID
Venue
Information
Publisher
MDPI AG
Published
2025-03-17
Volume
16
Issue
3
Pages
235
ISSN
2078-2489 (ISSN-L)
DOI
10.3390/info16030235
OpenAlex
W4408529253
Cited by
123
References
11
Citations by year
2026: 64 · 2025: 59
FWCI
127.89
Type
journal article
Language
en
Open access
Licence
Locations
  • Information (publishedVersion, cc-by)
  • Preprints.org (acceptedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Natural Sciences and Engineering Research Council of Canada (NSERC)
  • Alberta Innovates, Canada
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
Keywords
AI chatbots, ChatGPT, educational technology, online tutoring, adaptive learning, barriers to learning, data security and privacy, academic integrity, ethical use of AI, chatbot architecture, history of chatbots, real-time feedback

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