Chatbots in higher education: a systematic review

Abstract

ABSTRACT The present review examined articles published in the Web of Science and Scopus databases from 2019 to 2023 on the use of chatbots in higher education (HE), focusing on research methodologies, acceptance factors, platforms, goals, communication channels, application domains, and research issues. The results showed that research on the application of chatbots in HE has gained momentum in recent years. Most studies used the quantitative research methods, followed by mixed methods. Chatbots were primarily created on web platforms for text-based communication, though few explored hybrid channels (text, voice, images) for enhanced interaction. Chatbots are used for teaching, customer service, and mental health support in HE. Users’ behavioral intention, perceived usefulness, ease of use or communication, design, interactivity, social influence, service quality, digital literacy, privacy and security, and ethical issues are some of the factors and concerns that influence the acceptance of chatbot in HE. Common research issues were correlational and cause-effect studies, learner perceptions, technology acceptance, engagement, learning performance, user satisfaction, and self-efficacy. However, areas such as cognitive load and higher-order thinking remain underexplored. Suggestions for improving chatbots to enhance teaching and learning and address concerns are offered for researchers, educators, and chatbot developers.