A Survey of Techniques, Design, Applications, Challenges, and Student Perspective of Chatbot-Based Learning Tutoring System Supporting Students to Learn in Education

This study conducted a comprehensive survey of chatbot-based tutoring systems in education, integrating a systematic literature review with empirical insights from student experiences. Through an extensive review of state-of-the-art techniques, we examined the technological foundations of educational chatbots, including natural language processing (NLP), dialogue management, response generation, adaptive learning, and evaluation methodologies. We further analyzed the application of chatbot tutors across diverse educational contexts, such as programming education, language learning, medical training, business instruction, and general academic support. Our review also identified key challenges associated with chatbot implementation, encompassing technical limitations, ethical considerations, pedagogical concerns, and practical barriers such as teacher training and cost constraints.To complement our theoretical analysis, we conducted a 12-week empirical study involving 30 primary school students who interacted with a chatbot tutor (POE) while learning Python through CodeCombat. Through structured and informal interviews, we explored students' perceptions of chatbot-based learning, revealing key benefits such as increased engagement, enhanced motivation, immediate feedback, personalized learning experiences, and social-emotional support. However, students also reported limitations, including occasional communication misunderstandings, overly complex explanations, and repetitive responses that impacted the learning experience.Our study contributed to the field by bridging the gap between theoretical discussions and real-world applications of chatbots in education. By integrating a rigorous literature review with firsthand student perspectives, we provided a holistic understanding of chatbot-based tutoring systems, highlighting their potential to enhance learning while emphasizing the need for further refinements in contextual adaptability, emotional sensitivity, and pedagogical integration.