Chatbots and Flipped Learning: Enhancing Student Engagement and Learning Outcomes through Personalised Support and Collaboration

Abstract

Objective: This paper explored the relationship between chatbots and flipped learning in an educational setting. It also identifies the benefits and drawbacks of using chatbots in a flipped learning context and the ethical and privacy concerns related to their use. Method: The study utilized a theoretical analysis approach, which included a comprehensive review of relevant literature from Scopus and World of Science databases. The data collected from the literature review was analyzed using a qualitative approach. Results: The study found that chatbots can potentially enhance student engagement and learning outcomes in a flipped learning context by providing personalized support, facilitating group discussions and collaborations, providing feedback and assessment on student work, supporting self-directed learning, and enhancing student engagement and motivation. However, using chatbots in a flipped learning context also raises ethical and privacy concerns, including data privacy, data security, and student anonymity. Novelty: Contributes to the existing research on using chatbots in education by providing insights into the potential benefits and drawbacks of using chatbots in a flipped learning context. The study highlights the importance of considering the ethical and privacy concerns and the future potential of chatbots in a flipped learning context and proposes future research directions.