Empathic pedagogical conversational agents: A systematic literature review

Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and...

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Detalhes bibliográficos
Autores: Ortega-Ochoa, Elvis, Arguedas, Marta, Daradoumis, Thanasis
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Recursos:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/150137
Acesso em linha:http://hdl.handle.net/10609/150137
https://doi.org/10.1111/bjet.13413
Access Level:acceso abierto
Palavra-chave:affective feedback
conversational agents
design principles
emotion
learning outcomes
learning performance
student perceptions
systematic literature review
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spelling Empathic pedagogical conversational agents: A systematic literature reviewOrtega-Ochoa, ElvisArguedas, MartaDaradoumis, Thanasisaffective feedbackconversational agentsdesign principlesemotionlearning outcomeslearning performancestudent perceptionssystematic literature reviewArtificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.Wiley202420242024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/150137https://doi.org/10.1111/bjet.13413reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésBritish Journal of Educational Technology, 2024, 55 (3)https://doi.org/10.1111/bjet.13413CC BY-NChttp://creativecommons.org/licenses/by-nc/4.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1501372026-05-28T12:42:01Z
dc.title.none.fl_str_mv Empathic pedagogical conversational agents: A systematic literature review
title Empathic pedagogical conversational agents: A systematic literature review
spellingShingle Empathic pedagogical conversational agents: A systematic literature review
Ortega-Ochoa, Elvis
affective feedback
conversational agents
design principles
emotion
learning outcomes
learning performance
student perceptions
systematic literature review
title_short Empathic pedagogical conversational agents: A systematic literature review
title_full Empathic pedagogical conversational agents: A systematic literature review
title_fullStr Empathic pedagogical conversational agents: A systematic literature review
title_full_unstemmed Empathic pedagogical conversational agents: A systematic literature review
title_sort Empathic pedagogical conversational agents: A systematic literature review
dc.creator.none.fl_str_mv Ortega-Ochoa, Elvis
Arguedas, Marta
Daradoumis, Thanasis
author Ortega-Ochoa, Elvis
author_facet Ortega-Ochoa, Elvis
Arguedas, Marta
Daradoumis, Thanasis
author_role author
author2 Arguedas, Marta
Daradoumis, Thanasis
author2_role author
author
dc.subject.none.fl_str_mv affective feedback
conversational agents
design principles
emotion
learning outcomes
learning performance
student perceptions
systematic literature review
topic affective feedback
conversational agents
design principles
emotion
learning outcomes
learning performance
student perceptions
systematic literature review
description Artificial intelligence (AI) and natural language processing technologies have fuelled the growth of Pedagogical Conversational Agents (PCAs) with empathic conversational capabilities. However, no systematic literature review has explored the intersection between conversational agents, education and emotion. Therefore, this study aimed to outline the key aspects of designing, implementing and evaluating these agents. The data sources were empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science and Wiley Online Library. The remaining papers underwent a rigorous quality assessment. A filter study meeting the objective was based on keywords. Comparative analysis and synthesis of results were used to handle data and combine study outcomes. Out of 1162 search results, 13 studies were selected. The results indicate that agents promote dialogic learning, proficiency in knowledge domains, personalized feedback and empathic abilities as essential design principles. Most implementations employ a quantitative approach, and two variables are used for evaluation. Feedback types play a vital role in achieving positive results in learning performance and student perceptions. The main limitations and gaps are the time range for literature selection, the level of integration of the empathic field and the lack of a detailed development stage report. Moreover, future directions are the ethical implications of agents operating beyond scheduled learning times and the adoption of Responsible AI principles. In conclusion, this review provides a comprehensive framework of empathic PCAs, mostly in their evaluation. The systematic review registration number is osf.io/3xk6a.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/150137
https://doi.org/10.1111/bjet.13413
url http://hdl.handle.net/10609/150137
https://doi.org/10.1111/bjet.13413
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv British Journal of Educational Technology, 2024, 55 (3)
https://doi.org/10.1111/bjet.13413
dc.rights.none.fl_str_mv CC BY-NC
http://creativecommons.org/licenses/by-nc/4.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY-NC
http://creativecommons.org/licenses/by-nc/4.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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