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Cited by 581AI in Service InteractionsArtificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive Learning

Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis

Winkler, Rainer, Soellner, Matthias·2018·Academy of Management Proceedings
DOI 10.5465/ambpp.2018.15903abstract
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Abstract

Chatbots are becoming a ubiquitous trend in many fields such as medicine, product and service industry, and education. Chatbots are computer programs used to conduct auditory or textual conversations. A growing body of evidence suggests that these programs have the potential to change the way students learn and search for information. Especially in large-scale learning scenarios with more than 100 students per lecturer, chatbots are able to solve the problem of individual student support. However, until now, there has been no systematic, structured overview of their use in education. The aim of this paper is therefore to conduct a systematic literature review based on a multi-perspective framework, from which we have derived initial search questions, synthesized past research, and highlighted future research directions. We reviewed titles and abstracts of 1405 articles drawn from management, education, information systems, and psychology literature before examining and individually coding a relevant subset of 80 articles. The results show that chatbots are in the very beginning of entering education. Few studies suggest the potential of chatbots for improving learning processes and outcomes. Nevertheless, past research has revealed that the effectiveness of chatbots in education is complex and depends on a variety of factors. With our literature review, we make two principal contributions: first, we structure and synthesize past research by using an input-process-output framework, and secondly, we use the framework to highlight research gaps for guiding future research in that area.

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  • Most published literature suggests that ChatGPT could pose a challenge to various aspects of post-secondary education, such as academic integrity, ethical considerations, and student assessments outside the classroom.

    “While these studies are ongoing, most published literature suggest that this AI chatbot could pose a challenge to various aspects of post-secondary education, such as academic integrity, ethical considerations, and student assessments outside the classroom [11,30,32].”

    From Exploring ChatGPT’s impact on post-secondary education: A qualitative study (2023) · cites this paper as [30]

  • The technology can be a pivoting point for higher education, particularly in student assignments and assessments.

    “The technology can be a pivoting point for higher education, particularly in the realm of student assignments and assessments [30].”

    From Exploring ChatGPT’s impact on post-secondary education: A qualitative study (2023) · cites this paper as [30]

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Authors
Winkler, R., & Soellner, M.
Affiliations
University of Kassel (DE)
ORCID
Winkler, Rainer
Venue
Academy of Management Proceedings
Publisher
Academy of Management
Published
2018-08
Volume
2018
Issue
1
Pages
15903
ISSN
  • 0065-0668 (ISSN-L)
  • 2151-6561
DOI
10.5465/ambpp.2018.15903abstract
OpenAlex
W2795277066
Cited by
581
References
5
Citations by year
2026: 79 · 2025: 151 · 2024: 108 · 2023: 85 · 2022: 62 · 2021: 49 · 2020: 31 · 2019: 14 · 2018: 2
Type
conference abstract
Language
en
Open access
closed
Locations
  • Academy of Management Proceedings (publishedVersion)
  • Alexandria (UniSG) (University of St.Gallen) (acceptedVersion)
  • Alexandria (UniSG) (University of St.Gallen) (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords
chatbots, chatbot-assisted learning, educational technology, large-scale machine learning, individual student support, learning outcomes, research gaps, input-process-output framework, future research directions

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