A bibliometric analysis of artificial intelligence chatbots in educational contexts

• Published in: Interactive technology and smart education Vol. 21; no. 2; pp. 189 - 213
• Main Authors: Lin, Yupeng, Yu, Zhonggen
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 25.04.2024
• Subjects: Artificial intelligence; Chatbots; Citation analysis; Clustering; Collaboration; Critical components; Education; Educational Practices; Educational Strategies; Educational technology; Effectiveness; Literature reviews; Network analysis; Online instruction; Teaching; Teaching Methods
• ISSN: 1741-5659; 1758-8510
• DOI: 10.1108/ITSE-12-2022-0165

PurposeThe 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/approachThis 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.FindingsEducational 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/implicationsThe 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/valueThis 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.