AI Chatbots in Higher Education: Opportunities and Challenges for Personalized and Mobile Learning

Imane El mourabit; Said Jai Andaloussi; Ouail Ouchetto; Mounia Miyara

doi:10.3991/ijim.v19i12.54163

Authors

Imane El mourabit University Hassan II of Casablanca, Casablanca, Morocco https://orcid.org/0000-0001-5143-5109
Said Jai Andaloussi University Hassan II of Casablanca, Casablanca, Morocco https://orcid.org/0000-0002-6864-1141
Ouail Ouchetto University Hassan II of Casablanca, Casablanca, Morocco https://orcid.org/0000-0001-8287-215X
Mounia Miyara University Hassan II of Casablanca, Casablanca, Morocco https://orcid.org/0000-0001-7908-1701

DOI:

https://doi.org/10.3991/ijim.v19i12.54163

Keywords:

e-learning, mobile learning, higher education, university, personalized learning, chatbots, mentoring

Abstract

The landscape of higher education is increasingly shaped by the integration of innovative tools such as chatbots, which offer promising solutions to enhance e-learning experiences. As conversational agents, chatbots are being adopted to address challenges in e-learning environments, including low student engagement and lack of personalized support. This literature review explores the current state of e-learning chatbots in higher education, with a particular focus on mobile learning environment. It aims to investigate how these tools contribute to personalize learning, the opportunities they present, and the key limitations and challenges they face. We conducted a comprehensive review of 815 publications from 2018 to 2024 across three major digital databases: Scopus, IEEE Xplore, and Science direct. From these, 39 studies were selected for in-depth analysis. Findings reveal that chatbots enhance personalized learning by adapting content and feedback based on various learner-specific features. In addition, chatbots are particularly effective when integrated into mobile applications and powered by AI technologies. Results show further that e-learning chatbots in higher education support a wide range of educational tasks from language learning to personalized guidance. Despite these advancements, significant challenges need to be addressed, including the technical limitations of both rule-based and AI-based chatbots. These challenges highlight the need for continued research aimed at improving chatbot capabilities. This review aims to inspire and support the effective integration of chatbots in higher education by offering concrete insights for instructors, developers, and researchers.

Author Biographies

Imane El mourabit, University Hassan II of Casablanca, Casablanca, Morocco

Imane EL MOURABIT received a Master's degree in Computer Sciences Engineering and Internet from Hassan II University, Casablanca, in 2015. She is currently a Ph.D. student in Computer Sciences at the Faculty of Sciences Ain Chock, Hassan II University, Casablanca, affiliated with the LIDSI Laboratory. Her research interests include Educational Data Mining, Technology-Enhanced Learning, Artificial Intelligence, and Intelligent Systems. (email: IMANE.ELMOURABIT-ETU@etu.univh2c.ma).

Said Jai Andaloussi, University Hassan II of Casablanca, Casablanca, Morocco

Said JAI ANDALOUSSI received a Ph.D. in Computer Sciences from Sidi Mohamed Ben Abdellah University, Fez, Morocco and IMT Atlantique, Brest, France, as part of a co-tutelle program. He is a Full Professor of Computer Sciences and Director of the LIDSI Laboratory in the Department of Mathematics and Computer Sciences, Faculty of Sciences Ain Chock, Casablanca. He is the author of over 80 scientific papers. His current research interests include Artificial Intelligence, Intelligent Systems, Data Engineering, and Medical Information Processing. (email: said.jaiandaloussi@etu.univh2c.ma).

Ouail Ouchetto, University Hassan II of Casablanca, Casablanca, Morocco

Ouail OUCHETTO received a Ph.D. degree in Modeling and Engineering Science from the University of Paris-Saclay, Bures-sur-Yvette, France, in 2006. He was a Post Doctoral Researcher with the University Blaise Pascal, Clermont-Ferrond, France, and an Assistant Professor (Ater) with the University of Paris-Saclay. In September 2010, he joined Hassan II University, Casablanca, Morocco, as a professor of Mathematics and Computer Sciences. His research interests include Electrical and Electronic Engineering, Applied Mathematics, and Computer Sciences (email: ouail.ouchetto@etu.univh2c.ma)

Mounia Miyara, University Hassan II of Casablanca, Casablanca, Morocco

Mounia MIYARA received a Ph.D. in Analysis and Optimization in 1988, jointly supervised by the Faculty of Sciences at Mohammed V University, Rabat, Morocco, and the Faculty of Sciences of Montpellier, France. She is currently a Professor of Computer Science in the Department of Mathematics and Computer Sciences at the Faculty of Sciences Ain Chock, Casablanca, Morocco. She is also the vice dean for education at the faculty. Her current research interests include Information Systems, Artificial intelligence, and e-learning (email: mounia.miyara@univh2c.ma).