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Analysis of institutional authors

Boumadan, MoussaAuthor

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June 30, 2025
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APPLICATIONS, BENEFITS, CHALLENGES, AND AREAS OF DEVELOPMENT IN THE USE OF AI-CHATBOTS IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW.

Publicated to: Digital Education Review. (47): 44-64 - 2025-06-01 (47), DOI: 10.1344/der.2025.47.44-61

Authors:

Matosas-Lopez, L; Gómez-García, M; Boumadan, M
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Affiliations

Univ Autonoma Madrid, Madrid, Spain - Author
Univ Rey Juan Carlos, Madrid, Spain - Author

Abstract

Among the technologies that have recently burst into the field of education, AI-Chatbots stand out (e.g. Duolingo Bot, IBM Watson Tutor, or even ChatGPT). The present study conducts a systematic literature review (SLR) following the PRISMA protocol, analyzing 47 articles retrieved from the Web of Science and Scopus databases between 2016 and 2024. The results show the existence of a conceptual map with four key dimensions (and fourteen subdimensions) in the use of AI-Chatbots in education. Namely: 1) Application contexts (Teaching-learning processes, Management contexts, and Research contexts); 2) Existing benefits (For students, For teachers, For the provision of administrative services, and For library services); 3) Current challenges (Ethical, User attitude, Programming, and Supervision and maintenance); and 4) Development areas (Technical advances, Usability testing, and Definition of ethical codes). Compared to previous SLRs, this study provides a fully updated overview of the state of the art in research on the use of AI-Chatbots in education. Most importantly, it provides a clear and well-defined conceptual map of the critical dimensions to be considered, identifying all possible application contexts, benefits, present challenges, and areas to be developed. This work invites teachers, researchers, management services and organizations responsible for designing educational policies to reflect on the implications of using these technologies.
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Keywords

Artificial-intelligenceChatbotsCurrent challengeEducationIaPrismaUniversit

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Digital Education Review due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2025, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education. Notably, the journal is positioned en el Cuartil Q3 for the agency WoS (JCR) in the category Education & Educational Research.

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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-04:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 28.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 42 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/720545
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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (BOUMADAN HAMED, MOUSSA).

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