Analysis and trends in the use of chatbots and conversational agents in education: a bibliometric review
Conversational agents (CAs) have come a long way since their first appearance in the 1960s. Ongoing technological advances, such as statistical computing and large-scale language models, have made human-to-human interaction increasingly natural and effortless. The present study conducted a bibliomet...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Costa Rica |
| Recursos: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Idioma: | español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5135 |
| Acesso em linha: | https://revistas.uned.ac.cr/index.php/innovaciones/article/view/5135 |
| Access Level: | acceso abierto |
| Palavra-chave: | Bibliometrics Chatbot Conversational Agent Voice Assistant Generative Artificial Intelligence bibliometría chatbot agente conversacional inteligencia artificial generativa Asistente de Voz Bibliometria Agente Conversacional Assistente de Voz Inteligência Artificial Generativa |
| Resumo: | Conversational agents (CAs) have come a long way since their first appearance in the 1960s. Ongoing technological advances, such as statistical computing and large-scale language models, have made human-to-human interaction increasingly natural and effortless. The present study conducted a bibliometric review of the use of chatbots in educational contexts by collecting scientific papers from the Scopus database. The results highlight the gaps in research knowledge and suggest several directions that can be taken for future research based on collaborative learning, embodied conversational agents, pedagogical conversational agents, natural language processing, and rational agents. The research contributes to the scientific theory of chatbots and their impact on education by providing a bibliometric review of the topic and shows practical implications by highlighting research opportunities and knowledge gaps. |
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