Conversational Agents in Education – A Systematic Literature Review

Authors

Bijan Khosrawi-Rad, Technische Universität Braunschweig, Chair of Information ManagementFollow
Heidi Rinn, AKAD UniversityFollow
Ricarda Schlimbach, Technische Universität BraunschweigFollow
Pia Gebbing, Jacobs UniversityFollow
Xingyue Yang, Jacobs UniversityFollow
Christoph Lattemann, Jacobs University, Department of Business and EconomiocsFollow
Daniel Markgraf, AKAD UniversityFollow
Susanne Robra-Bissantz, Technische Universtität BraunschweigFollow

Paper Number

1091

Abstract

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.

Recommended Citation

Khosrawi-Rad, Bijan; Rinn, Heidi; Schlimbach, Ricarda; Gebbing, Pia; Yang, Xingyue; Lattemann, Christoph; Markgraf, Daniel; and Robra-Bissantz, Susanne, "Conversational Agents in Education – A Systematic Literature Review" (2022). ECIS 2022 Research Papers. 18.
https://aisel.aisnet.org/ecis2022_rp/18