A Literature Review of Chatbot Utilization in Digital Education

Authors

  • Kirana Isna Dewi Universitas Pembangunan Nasional "Veteran" Jawa Timur, Indonesia
  • Ima Muhimmah Falasifa Universitas Pembangunan Nasional "Veteran" Jawa Timur, Indonesia
  • Faren Tresandra Nafasya Universitas Pembangunan Nasional "Veteran" Jawa Timur, Indonesia

DOI:

https://doi.org/10.51903/4wbpcj98

Keywords:

Chatbot, Digital Education, Literature Review

Abstract

The development of artificial intelligence technology has had a significant impact on various sectors, including education. One widely used implementation of artificial intelligence is the chatbot, a software program designed to simulate conversation through text or voice. In education, chatbots serve as a communication bridge between humans and digital systems, becoming increasingly popular as advances in artificial intelligence, machine learning, neural networks, and natural language processing drive their development. These conditions show that chatbots have become an essential part of digital education transformation. This study aims to identify the trends, topics, and roles of chatbots in digital education through a literature review approach. The research method used is the Grounded Theory Literature Review. Data collection was conducted by gathering and selecting scientific articles using keywords related to chatbots and education, and by considering publication year, research topic, and source eligibility. Each article was then extracted to obtain information on the distribution of publications by year, the research methods used, the targeted educational levels, the development of research topics, and the roles of chatbots in the learning process. The results indicate an increasing interest in the use of chatbots across various educational levels, particularly in general knowledge, language learning, online learning, and cognitive skill development. These findings contribute to a deeper understanding of the development of chatbots in digital education and provide implications for advancing more adaptive and responsive learning technologies.

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2026-01-15

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