Educational chatbots in student interaction, learning, and satisfaction in virtual learning environments of higher education and secondary education: a systematic review

Abstract

This study analysed educational chatbots in virtual learning environments (VLEs) in higher and secondary education as support for communication, feedback, and academic guidance. It aimed to determine their influence on interaction, learning, and student satisfaction, given the growing integration of digital technologies in formal education. A systematic review was conducted in accordance with the PRISMA 2020 guidelines. Publications from Scopus, Web of Science, and IEEE Xplore for the 2020-2025 period were retrieved; the studies ultimately included corresponded to the 2021-2025 period. The identification, selection, and analysis process began with 151 records and concluded with 30 articles evaluated using the Mixed Methods Appraisal Tool (MMAT). The results showed positive effects associated with immediate feedback, personalized content, asynchronous communication, and academic guidance. In terms of learning, improvements were reported in performance, self-assessment, and motivation through adaptive content. Satisfaction was related to autonomy, accessibility, and reduced anxiety. It is concluded that chatbots contribute to strengthening learning and the educational experience.