Envisioned Pedagogical Uses of Chatbots in Higher Education and Perceived Benefits and Challenges SpringerLink

The findings also prompt further scholarly inquiry into how these relationships vary with context, AI chatbot type, or user characteristics. Thus, this study lays a foundation for future research, aiming to enrich the comprehension of AI chatbot usage dynamics. While this study makes several important contributions to our understanding of AI chatbots’ use in an educational context, it also opens up avenues for further investigation. The study’s primary limitation is its focus on university students, which may limit the generalizability of the findings. Future studies could explore different demographics, such as younger students, adult learners, or professionals engaging in continuous education, to provide a broader understanding of AI chatbot utilization in diverse learning contexts. The scope of the research could also be extended to include various types of AI chatbot technologies.

When it comes to education-related applications of AI, the media have paid the most attention to applications like students getting chatbots to compose their essays and term papers. Two recent articles in the journal Nature described its application to weather forecasting. In the images below you can see two sections of the flowchart of one of my chatbots. In the first one you can see that the chatbot is asking the person how they are feeling, and responding differently according to their answer. As you can see, the answers are predetermined and encoded in the flowchart.

This can lead to you having to implement a number of other third-party services to your website to get the result you want. And remember that it’s important to always have your human representative available to jump into the conversation when needed. In fact, about 44% of buyers become repeat customers after receiving a personalized experience.

Start by listing the problems you want the chatbot to solve

52.77% of the articles used flow-based chatbots where the user had to follow a specific learning path predetermined by the chatbot. Notable examples are explained in (Rodrigo et al., 2012; Griol et al., 2014), where the authors presented a chatbot that asks students questions and provides them with options to choose from. Other authors, such as (Daud et al., 2020), used a slightly different approach where the chatbot guides the learners to select the topic they would like to learn. Subsequently, the assessment of specific topics is presented where the user is expected to fill out values, and the chatbot responds with feedback.

It will also help you determine which of the problems are the most pressing and therefore should be first when you’re making your bots. So, let’s bring them all together and review the pros and cons of chatbots in a comparison table. It doesn’t have emotions, no matter how much you might want to make a connection with it.

Furthermore, the goal of each EC was to facilitate group work collaboration around a project-based activity where the students are required to design and develop an e-learning tool, write a report, and present their outcomes. Next, based on the new design principles synthesized by the researcher, RiPE was contextualized as described in Table 5. The first question identifies the fields of the proposed educational chatbots, while the second question presents the platforms the chatbots operate on, such as web or phone-based platforms. The third question discusses the roles chatbots play when interacting with students. The fourth question sheds light on the interaction styles used in the chatbots, such as flow-based or AI-powered.

That is, students who have a stronger intention to use ChatGPT, either due to perceived benefits or other positive factors, are more likely to engage in actual usage behavior. Conversely, those with weaker intentions, perhaps due to privacy concerns or feelings of guilt, are less likely to use ChatGPT. The theory, developed by Ryan and Deci (2000), posits that when tasks are intrinsically motivating and individuals perceive competence in benefits of chatbots in education these tasks, it leads to improved performance, persistence, and creativity. This theoretical framework supports the idea that the self-learning capability of AI, like ChatGPT, is vital in fostering intrinsic motivation among its users. Specifically, the self-learning aspect allows ChatGPT to tailor its interactions according to the individual user’s needs, thereby creating a more engaging and personally relevant learning environment.

The chatbot intervenes to evoke curiosity or draw students’ attention to an interesting, related idea. The traditional education system faces several issues, including overcrowded classrooms, a lack of personalized attention for students, varying learning paces and styles, and the struggle to keep up with the fast-paced evolution of technology and information. As the educational landscape continues to evolve, the rise of AI-powered chatbots emerges as a promising solution to effectively address some of these issues. Some educational institutions are increasingly turning to AI-powered chatbots, recognizing their relevance, while others are more cautious and do not rush to adopt them in modern educational settings. Consequently, a substantial body of academic literature is dedicated to investigating the role of AI chatbots in education, their potential benefits, and threats. The current study, in its quest to uncover the relationships between AI chatbot variables and their effects on university students, has made several valuable theoretical contributions to the existing body of literature on AI and education.

The flexible structure of chatbots makes them extremely easy to integrate with other platforms, increasing customer engagement in return. Enhances Engagement and SalesIf you truly want to boost your sales, then it is crucial to keep your customers engaged. And for better engagement, companies implement chatbots, especially for social media marketing. Implementing a fully functioning or advanced chatbot is much cheaper and quicker than hiring human resources for every task or building a cross-platform application. A single person can handle only 1-2 people simultaneously, and if this exceeds, the process becomes hard for an employee.

They also employ advanced speech technologies to ensure accessible and humanlike dialogues (Petrović & Jovanović, 2021). Additionally, AICs today can also incorporate emerging technologies like AR and VR, and gamification elements, to enhance learner motivation and engagement (Kim et al., 2019). Shows an overview of the platforms the educational chatbots operate on. Most researchers (25 articles; 69.44%) developed chatbots that operate on the web (Fig. 5). For example, KEMTbot (Ondáš et al., 2019) is a chatbot system that provides information about the department, its staff, and their offices. Other chatbots acted as intelligent tutoring systems, such as Oscar (Latham et al., 2011), used for teaching computer science topics.

Therefore, our paper focuses on reviewing and discussing the findings of these new-generation chatbots’ use in education, including their benefits and challenges from the perspectives of both educators and students. Firstly, the results underscore the potential benefits of employing AI chatbots, like ChatGPT, as supplementary learning tools in educational settings. The integration of AI chatbots could take various forms, such as using chatbots to provide additional learning resources, facilitate interactive learning exercises, or offer personalized tutoring. Given the increasingly widespread use of online and blended learning methods in education (Crawford et al., 2020), the potential of AI chatbots to enhance students’ learning experiences should not be overlooked. Nevertheless, Wang et al. (2021) claims while the application of chatbots in education are novel, it is also impacted by scarcity. Nevertheless, while this absence is inevitable, it also provides a potential for exploring innovations in educational technology across disciplines (Wang et al., 2021).

Modern websites do more than show information—they capture people into your sales funnel, drive sales, and can be effective assets for ongoing marketing. The chat interface is simple and makes it easy to talk to different characters. Character AI is unique because it lets you talk to characters made by other users, and you can make your own. You Pro costs $20 per month for unlimited GPT-4 and Stable Diffusion XL access. Claude is free to use with a $20 per month Pro Plan, which increases limits and provides early access to new features. Gemini saves time by answering questions and double-checking its facts.

Use structured conversation flows with clear options and avoid jargon that might confuse the user. Chatbots can assist enrolled students with a variety of services, including academic support, campus information, and extracurricular activities, enhancing the overall educational experience. Initial use of chatbots can be challenging, and some students may not understand how to prompt them correctly to achieve the desired result (Kaur et al., 2021). In addition to the courses recommended above for educating teachers and students on practical uses of chatbots, hands-on courses should be developed for teachers and students on how to use the technology.

What is artificial intelligence?

Privacy concern, consistent with prior studies (Dinev & Hart, 2006), is critically examined in AI chatbots, where data privacy is paramount due to the potential for extensive personal data sharing. This study extends understanding by focusing on AI chatbots, a context where privacy concerns have heightened relevance. Technophobia’s impact, previously explored in technology adoption (Khasawneh, 2022; Kotze et al., 2016; Koul & Eydgahi, 2020), is uniquely applied to AI chatbots, shedding light on how fear and anxiety towards advanced technology can affect usage intentions. This perspective enriches existing knowledge by situating technophobia within the realm of cutting-edge AI technologies. Guilt feeling, a relatively unexplored concept in technology use, especially in AI chatbots, is also investigated. This study reveals how guilt, potentially stemming from AI reliance for learning or work, can deter usage intention, thus addressing a significant gap in technology adoption research.

Researchers have already developed systems that possess the ability to detect whether or not students can understand the study material. Chatbots can help boost student engagement by being a constant presence. Intelligent chatbots can continuously interact with students and solve queries rapidly. Chatbots can assist students prior to, during, and after classes to enhance their learning experience and ensure they don’t have to compromise while learning on a virtual platform.

Education as an industry has always been heavy on the physical presence and proximity of learners and educators. Although a lot of innovative technology advancements were made, the industry wasn’t as quick to adopt until a few years back. Many prestigious institutions like Georgia Tech, Stanford, MIT, and the University of Oxford are actively diving into AI-related projects, not just as topics of research but as initiatives to help make learning more effective and easy. Renowned brands such as Duolingo and Mondly are employing these AI bots creatively, enhancing learner engagement and facilitating faster comprehension of concepts. These educational chatbots play a significant role in revolutionizing the learning experience and communication within the education sector. I believe the most powerful learning moments happen beyond the walls of the classroom and outside of the time boxes of our course schedules.

By integrating affect theory into the analysis, this study contributes to a more holistic understanding of the factors influencing the adoption and use of AI technologies in education. It also highlights the need for strategies that address potential guilt feelings among students to promote more positive attitudes and intentions towards using these technologies for learning. One essential aspect of the innovation, which resonates strongly with this study, is its relative advantage – the degree to which an innovation is perceived as being better than the idea it supersedes.

Further, by promoting effective knowledge acquisition and application, the self-learning capability of ChatGPT can significantly impact individuals positively (H2, H3). That is, students can use the knowledge gained from interactions with ChatGPT to improve their academic performance, deepen their understanding of various subjects, and even stimulate their creativity. This aligns with the SDT’s emphasis on competence perception as a driver of enhanced performance and creativity. A chatbot is a computer program that is designed to simulate conversation with human users, especially over the Internet.

PU is the belief that a particular technological system will be beneficial if adopted, such that the more useful a technology is perceived, the more likely it will be used (Davis et al., 1989). PU has been identified in the literature as a factor determining whether teachers and students adopt chatbots (Chocarro et al., 2021; Malik et al., 2021; Mohd Rahim et al., 2022). You can foun additiona information about ai customer service and artificial intelligence and NLP. The usefulness of AI in education is unfamiliar to some teachers (Hrastinski et al., 2019), and many have had negative experiences using chatbots (Kim & Kim, 2022).

Educational institutions are adopting artificial intelligence and investing in it more to streamline services and deliver a higher quality of learning. Students now have access to all types of information at the click of a button; they demand answers instantly, anytime, anywhere. Technology has also opened the gateway for more collaborative learning and changed the role of the teacher from the person who holds all the knowledge to someone who directs and guides instead. While chatbots can handle most queries, there will be times when a human touch is necessary.

Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes. Based on a mixed-method quasi-experimental approach, ECs were found to improve learning performance and teamwork with a practical impact.

• Educators can improve their pedagogy by leveraging AI chatbots to augment their instruction and offer personalized support to students.
• Although methods that require less expensive hardware are being developed (Dettmers et al., 2023), it is still inaccessible to the general public without costly computers.
• And you should be aware of those when thinking about implementing bots into your business.
• This study extends these principles to AI chatbot usage, underscoring their critical role in effective technology utilization.
• Using advanced Conversational AI and Generative AI technologies, chatbots can engage in natural language conversations, providing personalized support and delivering relevant information on various educational topics.

For example, students may use AI tools to cheat if they feel assignments or exams are unfair or irrelevant. They might also use AI inappropriately if they are not confident in their understanding of the content required to complete the assignment, feel a time crunch, or have an unmanageable workload. Some students feel pressure to get a perfect grade, and they value performance over learning. This article will consider the benefits of chatbots for education as we examine all applications for which institutions could use education bots and discuss how chatbots could become indispensable in the education sector in the future. PEU is the degree to which an individual feels like a technology is easy to use (Davis et al., 1989). As the PEU increases, the intention to adopt a technology also increases.

To adjust for differences in response rates, the data are weighted by the contribution of each respondent’s nation to global GDP. As researchers attempt to build more advanced forms of artificial intelligence, they must also begin to formulate more nuanced understandings of what intelligence or even consciousness precisely mean. In their attempt to clarify these concepts, researchers have outlined four types of artificial intelligence. Artificial general intelligence (AGI) refers to a theoretical state in which computer systems will be able to achieve or exceed human intelligence. In other words, AGI is “true” artificial intelligence as depicted in countless science fiction novels, television shows, movies, and comics. Remember to carefully choose your chatbot provider and make sure they offer all the functionalities necessary to your business.

Researchers are strongly encouraged to fill the identified research gaps through rigorous studies that delve deeper into the impact of chatbots on education. Exploring the long-term effects, optimal integration strategies, and addressing ethical considerations should take the forefront in research initiatives. In the context of this study, TAM offers valuable insight into how individual impact, perceived as the influence of using ChatGPT on a student’s academic performance and outcomes, can affect perceived benefits and behavioral intention (H6a, H6b). Students are more likely to use ChatGPT if they perceive it to have a positive impact on their learning outcomes. This perceived impact can enhance the perceived benefits of using ChatGPT, which can then influence their behavioral intention to use it.

Jasper is dialed and trained for marketing and SEO writing tasks, which is perfect for website copy and blog posts. We all know that ChatGPT can sound somewhat robotic when using it for writing assignments. Jasper and Jasper Chat solved that issue long ago with its platform for generating text meant to be shared with customers and website visitors.

That means they only respond to clients but never initiate the interaction. And about 68% of shoppers have a more favorable view of brands that offer proactive customer service. A benefit of a chatbot is that bots can entertain and engage your audience while helping them out. This engagement can keep people on your website for longer, improve SEO, and improve the customer care you provide to the users. Imagine a potential customer browsing your website but doesn’t checkout. A chatbot can pop up after a specific time and suggest using an interactive spinning wheel with discounts and other offers for the visitor.

Ethical issues such as bias, fairness, and privacy are relevant in university settings. Universities should address these concerns and establish ethical guidelines for the responsible use of AI technologies. One of the ways CSUNny has built and maintained a connection with students is by giving it a consistent voice. One professor is the primary writer for CSUNny’s communication so that it’s as relatable as possible. Russell says CSUN has put in a “ton of effort” into shaping what CSUNny should be. Building a brand new website for your business is an excellent step to creating a digital footprint.

These findings imply that when users perceive a higher individual impact from using ChatGPT (i.e., improved efficiency, productivity, or task accomplishment), they also perceive more benefits and express stronger intentions to continue using it. Moreover, the immediate positive effects of using ChatGPT, such Chat GPT as accomplishing tasks more quickly or increasing productivity, directly contribute to users’ willingness to continue using it. Yet, the relative effect sizes suggest that while individual impact affects both outcomes, its influence is stronger on behavioral intention, a facet worthy of further examination.

This study extends these principles to AI chatbot usage, underscoring their critical role in effective technology utilization. The study’s innovation lies in demonstrating how these cognitive processes interact with the individual impact construct. This interaction offers a comprehensive view of a user’s learning journey within the AI chatbot environment.

The more an individual perceives the benefits of the innovation to outweigh the costs, the more likely they are to adopt it. In the context of this study, the novelty value of using ChatGPT contributes to the perceived benefits (H5), which in turn influences the intention to use it (H7). This underscores the importance of managing the perceived novelty value of AI tools like ChatGPT in a learning environment, as it can be a crucial determinant of their adoption and use. Furthermore, Rogers’ theory stresses the importance of compatibility and simplicity of the innovation. These attributes align with the concepts of personalization and self-learning capabilities of ChatGPT, highlighting that an AI tool that aligns with users’ needs and is easy to use is more likely to be adopted.

It is the job of the educator to provide the best learning experience to each learner. However, teachers may feel uncomfortable adopting new technologies in the classroom (Tallvid, 2016; Zimmerman, 2006). The aim of this chapter is to identify the potential benefits of adopting chatbots in education to provide teachers with the necessary foundational information to decide whether the inclusion of chatbots in their pedagogy will be beneficial for their students. In addition, this chapter outlines the potential barriers teachers may face if choosing to adopt chatbots and provides recommendations to help facilitate successful chatbot integration. AI chatbots offer a multitude of applications in education, transforming the learning experience. They can act as virtual tutors, providing personalized learning paths and assisting students with queries on academic subjects.

The chatbot used pattern matching to emulate a psychotherapist conversing with a human patient. It used Artificial Intelligence Markup Language (AIML) to identify an accurate response to user input using knowledge records (AbuShawar and Atwell, 2015). Jasper is another AI chatbot and writing platform, but this one is built for business professionals and writing teams.

The fifth question addresses the principles used to design the proposed chatbots. Examples of such principles could be collaborative and personalized learning. The sixth question focuses on the evaluation methods used to prove the effectiveness of the proposed chatbots. Finally, the seventh question discusses the challenges and limitations of the works behind the proposed chatbots and potential solutions to such challenges. This paper will help to better understand how educational chatbots can be effectively utilized to enhance education and address the specific needs and challenges of students and educators.

One practical approach could be the introduction of specific learning modules on different types of chatbots, such as app-integrated, web-based, and standalone tools, as well as Artificial Intelligence, into the curriculum. Such modules would equip students and future educators with a deeper understanding of these technologies and how they can be utilized in language education. The implications of these findings are significant, as they provide a roadmap for the development of more effective and engaging AICs for language learning in the future. As technology continues to advance, AI-powered educational chatbots are expected to become more sophisticated, providing accurate information and offering even more individualized and engaging learning experiences.

In addition, the responses of the learner not only determine the chatbot’s responses, but provide data for the teacher to get to know the learner better. This allows the teacher to tweak the chatbot’s design to improve the experience. Equally if not more importantly, it can reveal gaps in knowledge or flawed assumptions the learners hold, which can inform the design of new learning experiences — chatbot-mediated or not. The findings indicate other key potential areas for AIC improvement to better cater to users’ proficiency levels. The development of LLM-power chatbots could help avoid irrelevant responses often resulting from an over-reliance on pre-set answers, as indicated by Jeon (2021).

Among these, privacy concerns stand out as paramount (Lund & Wang, 2023; McCallum, 2023). With data breaches becoming increasingly common, students might be apprehensive about sharing their academic queries and discussions with an AI tool. Technophobia is another potential inhibitor, as not all students might be comfortable interacting with an advanced AI model. Moreover, some students might experience guilt feelings while using ChatGPT, equating its assistance to a form of ‘cheating’ (Anders, 2023). Evaluating these potential inhibitors is crucial to forming a comprehensive understanding of the factors that shape students’ behavior towards ChatGPT.

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Chatterjee and Bhattacharjee (2020), Merelo et al. (2022), and Kim and Kim (2022) noted that teachers will be more likely to adopt chatbots if there is continued support and professional development provided by their organizations for chatbot use. Funding for technology support should be taken into consideration by the administration when deciding whether to adopt chatbot technologies in education. Teachers and students should be provided initial training to increase PEU (Chatterjee & Bhattacharjee, 2020) and have continued support if they require assistance when using chatbots.

Monitors Customer Data and Gives Better InsightsChatbots are interactive tools. They gather them by communicating with different people, much like humans do. The feedback or experiences shared by different customers can help improve your services, products, or make your website enhanced for your visitors. Say, for instance, if your online store or LP (Landing Page) has a good amount of organic traffic pouring in but fails to convert, you can figure out what is actually wrong with the help of chatbots. The TPB, as proposed by Ajzen (1991), is a widely recognized psychological framework for understanding human behavior in various contexts, including technology adoption (Huang, 2023; Meng & Choi, 2019; Song & Jo, 2023).

For example, the authors in (Fryer et al., 2017) used Cleverbot, a chatbot designed to learn from its past conversations with humans. User-driven chatbots fit language learning as students may benefit from an unguided conversation. The authors in (Ruan et al., 2021) used a similar approach where students freely speak a foreign language. The chatbot assesses the quality of the transcribed text and provides constructive feedback. In comparison, the authors in (Tegos et al., 2020) rely on a slightly different approach where the students chat together about a specific programming concept.

The level of the assessment becomes more challenging as the student makes progress. A slightly different interaction is explained in (Winkler et al., 2020), where the chatbot challenges the students with a question. If they answer incorrectly, they are explained why the answer is incorrect and then get asked a scaffolding question.

If you are ready to explore chatbots’ potential in the education sector, consider trying respond.io, a platform that revolutionizes customer communication. Education businesses like E4CC, Qobolak and CUHK have already seen success with respond.io. Look for features such as natural language processing, integration capabilities with school databases, scalability, and the ability to handle a wide range of queries.

Technophobia can be particularly prevalent among individuals who lack familiarity or comfort with emerging technologies. In the context of this study, technophobia can potentially inhibit students from adopting and using AI tools like ChatGPT, thus negatively impacting their behavioral intention (H9). AI chatbots equipped with sentiment analysis capabilities can play a pivotal role in assisting teachers. By comprehending student sentiments, these chatbots help educators modify and enhance their teaching practices, creating better learning experiences. Promptly addressing students’ doubts and concerns, chatbots enable teachers to provide immediate clarifications, fostering a more conducive and effective learning environment. AI chatbots can be attentive to – and train on – students’ learning habits and areas of difficulty.

Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)

They can offer learners the possibility to engage in simulated conversational interactions in a non-judgmental environment (El Shazly, 2021; Skjuve et al., 2021). For these reasons, chatbots are being increasingly used as virtual tutors to facilitate the development of language skills and communicative competence in the target language (Huang et al., 2022; Hwang & Chang, 2021; Zhang et al., 2023). To summarize, incorporating AI chatbots in education brings personalized learning for https://chat.openai.com/ students and time efficiency for educators. However, concerns arise regarding the accuracy of information, fair assessment practices, and ethical considerations. Striking a balance between these advantages and concerns is crucial for responsible integration in education. Regarding the relationship between individual impact and benefits, and behavioral intention (H6a, H6b), our findings are in line with the TAM (Davis, 1989), further solidifying its relevance in the AI context.

The best way to see the best options is to look at the articles that compare them and then sign up for the free trial to take the platform for a test drive. The main chatbot disadvantage is that the bots can only perform certain set functionalities and cannot do anything that is outside their setup. After all, there is no replacing of the natural flow of a human conversation.

Chatbots’ responses can vary in accuracy, and there is a risk of conveying incorrect or biased information. Universities must ensure quality control mechanisms to verify the accuracy and reliability of the AI-generated content. Special care must be taken in situations where faulty information could be dangerous, such as in chemistry laboratory experiments, using tools, or constructing mechanical devices or structures. Chatbots’ expertise is based on the training data it has received (although they do have the ability to “learn” with exposure to new information), and they may not possess the depth of knowledge in specialized or niche areas. In such cases, subject matter experts should be consulted for accurate and comprehensive information.

The positive effect of novelty value on perceived benefits (H5) found in this study aligns with diffusion theory (Rogers, 2010) and past study on novelty of AI (Jo, 2022). The unique and different learning experience that ChatGPT offers might stimulate users’ curiosity and interest in learning. It could make the learning process more enjoyable, keeping users engaged and motivated, which, in turn, enhances their learning outcomes and the perceived benefits from using the chatbot. Yet, the relative strength of this relationship indicates that novelty may not be the only driver of perceived benefits. This theoretical foundation helps to validate the first three hypotheses of the study and underscores the significance of intrinsic motivation and perceived competence in leveraging the educational potential of AI tools like ChatGPT.

This comprehensive approach ensures that a wide range of research is considered, minimizing the risk of bias and providing a comprehensive overview of the impact of AI in education. Firstly, we define the research questions and corresponding search strategies and then we filter the search results based on predefined inclusion and exclusion criteria. Secondly, we study selected articles and synthesize results and lastly, we report and discuss the findings. To improve the clarity of the discussion section, we employed Large Language Model (LLM) for stylistic suggestions. You.com is an AI chatbot and search assistant that helps you find information using natural language.

Their interactive and conversational nature enhances student engagement and motivation, making learning more enjoyable and personalized. Also, AI chatbots contribute to skills development by suggesting syntactic and grammatical corrections to enhance writing skills, providing problem-solving guidance, and facilitating group discussions and debates with real-time feedback. Overall, students appreciate the capabilities of AI chatbots and find them helpful for their studies and skill development, recognizing that they complement human intelligence rather than replace it. From the viewpoint of educators, integrating AI chatbots in education brings significant advantages.

Chatbots in the education sector can help collect feedback from all the stakeholders after each conversation or completion of every process. This can help schools in extracting useful information and attending to matters with poor results. Henry I. Miller, MS, MD, is the Glenn Swogger Distinguished Fellow at the American Council on Science and Health. His research focuses on public policy toward science, technology, and medicine, encompassing a number of areas, including pharmaceutical development, genetic engineering, models for regulatory reform, precision medicine, and the emergence of new viral diseases. Dr. Miller served for fifteen years at the US Food and Drug Administration (FDA) in a number of posts, including as the founding director of the Office of Biotechnology.

This, in turn, allows teachers to devote more time and attention to designing exciting lessons and providing learners with the personalized attention they deserve. Accordingly, chatbots popularized by social media and MIM applications have been widely accepted (Rahman et al., 2018; Smutny & Schreiberova, 2020) and referred to as mobile-based chatbots. Nevertheless, given the possibilities of MIM in conceptualizing an ideal learning environment, we often overlook if instructors are capable of engaging in high-demand learning activities, especially around the clock (Kumar & Silva, 2020). Chatbots can potentially be a solution to such a barrier (Schmulian & Coetzee, 2019), especially by automatically supporting learning communication and interactions (Eeuwen, 2017; Garcia Brustenga et al., 2018) for even a large number of students. The CHISM model offers a comprehensive approach to evaluating AICs, encompassing not only linguistic capabilities but also design and user experience aspects. This holistic evaluation allows for a more nuanced understanding of the strengths and weaknesses of AICs, providing valuable insights for future improvements.

Other studies discussed a scenario-based approach to teaching with teaching agents (Latham et al., 2011; D’mello & Graesser, 2013). The teaching agent simply mimics a tutor by presenting scenarios to be discussed with students. In other studies, the teaching agent emulates a teacher conducting a formative assessment by evaluating students’ knowledge with multiple-choice questions (Rodrigo et al., 2012; Griol et al., 2014; Mellado-Silva et al., 2020; Wambsganss et al., 2020). Shows that ten (27.77%) articles presented general-purpose educational chatbots that were used in various educational contexts such as online courses (Song et al., 2017; Benedetto & Cremonesi, 2019; Tegos et al., 2020). The approach authors use often relies on a general knowledge base not tied to a specific field. More recently, more sophisticated and capable chatbots amazed the world with their abilities.

Chatbots can initiate conversations with website visitors, increasing user engagement and retention rates. In fact, HubSpot found that chatbots can increase user engagement by 45%. By leveraging this valuable feedback, teachers can continuously improve their teaching methods, ensuring that students grasp concepts effectively and ultimately succeed in their academic pursuits. However, like most powerful technologies, the use of chatbots offers challenges and opportunities. We discuss strategies to minimize the former and accentuate the latter.