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Interactive dialogue systems such as virtual agents, chatbots and robots are a particular type of technology used to support learning. This paper aims to provide a review of recent literature on factors influencing young users’ acceptance of interactive dialogue systems with pedagogical role. After a systematic search in the online database via keywords searches, 19 scientific papers were included in this review. Results showed that factors such as the clothing style, the ability to express emotions, the ability to provide feedback, the presence of gestures, the ability to communicate in a human-like manner, the voice prosody and the type of voice, the appearance, the presence of personality traits, the social presence, the pragmatic qualities, the perceived usefulness, the perceived ease of use, and the perceived trust influence young users’ acceptance of virtual agents, chatbots and robots with pedagogical role. Moreover, this review highlights the lack of literature on younger users’ acceptance of interactive dialogue systems with a pedagogical role, such as children and adolescents. Future studies should address this gap.

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Factors Influencing Young Users’ Acceptance of Interactive Dialogue Systems with Pedagogical Role: A Recent Review of Literature

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  • 发表日期：

    2026年

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  • Maria Sarno,
  • Terry Amorese,
  • Marialucia Cuciniello,
  • Gennaro Cordasco,
  • Vasco D’Agnese,
  • Anna Esposito

摘要

Interactive dialogue systems such as virtual agents, chatbots and robots are a particular type of technology used to support learning. This paper aims to provide a review of recent literature on factors influencing young users’ acceptance of interactive dialogue systems with pedagogical role. After a systematic search in the online database via keywords searches, 19 scientific papers were included in this review. Results showed that factors such as the clothing style, the ability to express emotions, the ability to provide feedback, the presence of gestures, the ability to communicate in a human-like manner, the voice prosody and the type of voice, the appearance, the presence of personality traits, the social presence, the pragmatic qualities, the perceived usefulness, the perceived ease of use, and the perceived trust influence young users’ acceptance of virtual agents, chatbots and robots with pedagogical role. Moreover, this review highlights the lack of literature on younger users’ acceptance of interactive dialogue systems with a pedagogical role, such as children and adolescents. Future studies should address this gap.