Analytical methods for evaluating the effectiveness of chatbots in digital educational communication systems

Abstract

In contemporary educational contexts, chatbots are increasingly used in educational institutions to provide informational support, consulting assistance, and to facilitate interaction with learners. At the same time, pedagogical research lacks a well-established approach to evaluating the effectiveness of such tools from the perspective of educational relevance, which necessitates the development of scientifically grounded analytical methods for their pedagogical assessment. The purpose of this article is to substantiate a comprehensive approach to evaluating the use of chatbots in digital educational communication systems based on the integration of analytical data and pedagogical expertise. The study aims to determine the role of chatbots within the structure of pedagogical interaction, systematize analytical methods for their evaluation, and develop a system of indicators and criteria for pedagogical analysis. The methodological framework of the study is based on general scientific and specialized research methods, including analysis and synthesis, generalization, systematization of scientific approaches, comparative analysis, pedagogical modeling, and expert evaluation. The research employs a conceptual analysis of the pedagogical effectiveness of digital tools and a structural approach to developing an evaluation indicator system. The findings indicate that evaluating the use of chatbots in pedagogical environments should be based on a comprehensive approach that takes into account educational interaction outcomes, the quality of pedagogical communication, the level of learners’ self-directed learning, and the sustainability of digital tool usage. A structured system of indicators, criteria, and methods for their assessment is proposed, enabling a transition from a formal analysis of user activity to a pedagogical interpretation of the impact of chatbots on the organization and outcomes of the learning process. The practical significance of the results lies in the applicability of the proposed approach for monitoring the quality of digital communication, improving methodological support of the educational process, and substantiating managerial decisions in educational institutions.