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TRUVACE RECORD VERSION
record: TRV-2026-2855
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-12T17:35:18.643731Z
status: published
lens: g_space
sector: education
headline: A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education
dek: The development of artificial intelligence in recent years has promoted the use of chatbot technology in sustainable education. Many studies examined the effect of chatbots on learning outcomes. However, scant studies summarized the effectiveness of chatbots in education. The aim of the study is to investigate the effect of chatbot-assisted learning on various components and how different moderator variables influenced the effectiveness. This study, through a meta-analysis, reviewed 32 empirical studies with 220…
gain_title: A meta-analysis of 32 studies with 2,201 participants found chatbot-assisted learning had a medium-to-high effect on overall learning outcomes, including explicit reasoning, learning achievement, knowledge retention and learning interest.
problem_title: (none)
trace_subject: (none)
gain_reading: A meta-analysis of 32 studies with 2,201 participants found chatbot-assisted learning had a medium-to-high effect on overall learning outcomes, including explicit reasoning, learning achievement, knowledge retention and learning interest.
gain_evidence: chatbot technology exerted a medium-to-high effect on overall learning outcomes | chatbots could significantly improve explicit reasoning, learning achievement, knowledge retention, and learning interest
problem_reading: (none)
problem_evidence: (none)
quick_read: A meta-analysis pooled 32 empirical studies covering 2,201 participants, published between 2010 and 2022, to test how chatbot-assisted learning affects students. It found a medium-to-high effect on overall learning outcomes.

The effect held regardless of intervention duration, the role the chatbot played and the learning content. Chatbots significantly improved explicit reasoning, learning achievement, knowledge retention and learning interest.

Results were not uniformly positive: the analysis reported negative findings for critical thinking, learning engagement and motivation. The authors suggest future research should cover a wider range of learning components.
limitation: 
tag: Evidence-backed gain
key_points: The meta-analysis reviewed 32 empirical studies with 2,201 participants published from 2010 to 2022. | Chatbot use had a medium-to-high effect on overall learning outcomes. | The effect did not depend on intervention duration, chatbot role or learning content. | Explicit reasoning, learning achievement, knowledge retention and learning interest improved significantly. | Critical thinking, learning engagement and motivation showed negative findings.
rundown: The authors say many studies have examined chatbots and learning, but few had summarised their effectiveness. They set out to test the effect of chatbot-assisted learning on different learning components and whether moderator variables changed it.

Moderators tested were intervention duration, chatbot roles and learning content. The medium-to-high overall effect held regardless of these variables.

By component, gains appeared in explicit reasoning, learning achievement, knowledge retention and learning interest, while critical thinking, learning engagement and motivation showed negative findings. The authors call for future research to include different learning components.
sources:
- peer_reviewed | Sustainability | https://doi.org/10.3390/su15042940 | 2023-02-06
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