Chatbots in educational settings: A scoping review of current research

Abstract

Chatbots, also called conversational agents, have rapidly evolved from simple rule-based systems into advanced AI-driven tools that can support teaching and learning through natural language interaction and adaptive guidance. Their use in education has grown quickly, yet current research remains fragmented, narrow in scope, and often limited in design. This makes it difficult to form a clear understanding of their educational potential and to identify common patterns across studies. The goal of this scoping review is to address this gap by bringing together recent research on how chatbots have been used in education, focusing on their roles, design strategies, interaction methods, and ultimately contributions to learner engagement. The review shows that most studies are applied in language and STEM field at the secondary and undergraduate levels, often targeting adolescents and young adults. Many rely on cross-sectional or quasi-experimental designs, self-report data, and only limited use of theoretical frameworks. While findings suggest that chatbots can enhance behavioral, cognitive, and emotional engagement, important challenges, such as emotional scaffolding, cognitive load, and diverse learner needs, remain underexplored. By synthesizing this body of work, the review provides educators, developers, and policymakers with a clearer understanding of the current landscape and practical guidance for designing future research and implementations.