Addressing Learner Disengagement in Online Learning Through Chatbots: A Systematic Literature Review for Educational Equity

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 4
  In Roundtable Session: Student Engagement in Online Learning Environments

Abstract

Learner disengagement in fully online higher‐education courses may undermine motivation and equity. This systematic literature review, conducted via PRISMA across ERIC, ScienceDirect, SpringerLink, and IEEE Xplore, examines 21 empirical studies (2021–2025) to identify how chatbots can re‐engage students. Most interventions were theory‐informed, applying Self‐Regulated Learning and Social Presence principles, using goal‐setting prompts, adaptive feedback, and empathic dialogue to boost participation, metacognition, and connectedness. A smaller set of unstructured bots showed mixed results and revealed access barriers. Drawing on these insights, the Comprehensive Learning Support Framework (CLSF) is introduced, which unifies Cognitive Guidance, Social Engagement, and Equity and Inclusion. The CLSF offers educators a clear roadmap for designing inclusive, effective chatbot experiences that sustain learner engagement and advance educational equity.

Author

• Anastasia Shikanova, The Ohio State University