Literature review for the development of an intelligent chatbot tutor in the area of ​​mathematics at the high school level

Abstract

In the field of upper secondary education, the use of chatbots as tutoring tools has gained prominence in recent years. These artificial intelligence systems, known as intelligent tutors, offer a unique opportunity to provide personalized and accessible support to students in their learning process. In this literature review, we focus on research exploring the role of chatbots as intelligent tutors in the upper secondary education context, specifically for individuals interested in studying mathematics at this level. The objective of this review is to conduct a comprehensive analysis and synthesis of relevant studies that examine the effectiveness, benefits, and challenges associated with the implementation of intelligent tutors in mathematics. To evaluate various studies, we seek to understand how these technological tools are used to improve academic performance and students' conceptual understanding of mathematics. Additionally, this review aims to identify the key characteristics of intelligent tutors that make them effective in mathematics tutoring. This includes aspects such as personalized learning, interactivity, and the ability to provide instant feedback. The technical and pedagogical challenges that may arise when integrating these tutors into the educational environment will also be examined, such as the need for high-quality educational content, resistance to change by teachers and students, and technological limitations. By addressing this topic, we aim to provide a deep understanding of how this technology is transforming teaching and learning in upper secondary education. We also intend to identify key areas for future research and development in this emerging field, to maximize the potential of intelligent tutors as effective and accessible educational tools for all students.