Fina Rifqiyah, Alfian Ma’arif, Iswanto Iswanto, Nurjanah Arvika Sari, Nia Maharani Raharja, Rugaya Tuanaya
The growing use of AI-driven chatbots in education is reshaping learner engagement and enabling institutions to scale personalized teaching. This paper examines publication growth, recurring research areas, and the knowledge framework of chatbot studies in education from 2022 to 2024. Using 1,895 Scopus-indexed articles, we conducted bibliometric analysis alongside Latent Dirichlet Allocation (LDA) to visualize the discipline’s trajectory. Findings indicate an acceleration of scholarly output, particularly in 2023 and 2024, correlated with the rise of large language models like ChatGPT. Five principal research domains emerged: pedagogical use, ethical considerations, mental wellness, hybrid teaching models, and assessment automation. Furthermore, the spatial dispersion of these domains in relation to Sustainable Development Goal 4 highlights distinct regional priorities in employing chatbots to foster inclusive, equitable education. This investigation not only charts the growth of educational chatbot research but also lays the groundwork for directing forthcoming technological design, policy formulation, and ethical AI deployment in learning contexts. ©2025 IEEE.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Universitas Ahmad Dahlan, Yogyakarta, Indonesia; Research Fellow at Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia; Electrical Engineering Department, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia; Marketing and Publication Department, Peneliti Teknologi Teknik Indonesia, Yogyakarta, Indonesia; Universitas Islam Negeri Sunan Kalijaga, Yogyakarta, Indonesia
