Conversational Agents in Education – A Systematic Literature Review
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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ECIS 2022 Proceedings. 2022.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Conversational Agents in Education – A Systematic Literature Review
AU - Khosrawi-Rad, Bijan
AU - Rinn, Heidi
AU - Schlimbach, Ricarda
AU - Gebbing, Pia
AU - Yang, Xingyue
AU - Lattemann, Christoph
AU - Markgraf, Daniel
AU - Robra-Bissantz, Susanne
PY - 2022
Y1 - 2022
N2 - Conversational Agents (CAs) are widely spread in a variety of domains, such as health and customer service. There is a recent trend of increasing publications and implementations of CAs in education. We conduct a systematic literature review to identify common methodologies, pedagogical CA roles, addressed target groups, the technologies and theories behind, as well as human-like design aspects. The initially found 3329 records were systematically reduced to 252 fully coded articles. Based on the analysis of the codings, we derive further research streams. Our results reveal a research gap for long-term studies on the use of CAs in education, and there is insufficient holistic design knowledge for pedagogical CAs. Moreover, target groups other than academic students are rarely considered. We condense our findings in a morphological box and conclude that pedagogical CAs have not yet reached their full potential of long-term practical application in education.
AB - Conversational Agents (CAs) are widely spread in a variety of domains, such as health and customer service. There is a recent trend of increasing publications and implementations of CAs in education. We conduct a systematic literature review to identify common methodologies, pedagogical CA roles, addressed target groups, the technologies and theories behind, as well as human-like design aspects. The initially found 3329 records were systematically reduced to 252 fully coded articles. Based on the analysis of the codings, we derive further research streams. Our results reveal a research gap for long-term studies on the use of CAs in education, and there is insufficient holistic design knowledge for pedagogical CAs. Moreover, target groups other than academic students are rarely considered. We condense our findings in a morphological box and conclude that pedagogical CAs have not yet reached their full potential of long-term practical application in education.
M3 - Aufsätze in Konferenzbänden
BT - ECIS 2022 Proceedings
ER -