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Journal of Educational Policies and Excellence

eISSN : 3107-7870 | Frequency: Half-yearly

Editor in Chief : Dr. Mohd. Faijullah Khan

About : Journal of Educational Policies and Excellence is a bi-annual, peer-reviewed, national, e-journal dedicated to advancing critical discourse and research in educational policy, practice, and accreditation. Aligned with the progressive framework of India’s National Education Policy 2020 (NEP 2020), th Read more

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Anthropomorphic Artificial Intelligence Adoption and Its Determinants in Education: A Bibliometric Analysis and PRISMA

  • Preeti Sharma* Preeti Sharma Corresponding author Research Scholar Department of Management, Jamia Hamdard, New Delhi, India Preeti Sharma ORCID Id ,  
  • Sna Farooqi Sna Farooqi Assistant Professor Department of Management, Jamia Hamdard, New Delhi India ,  
  • Mansoor Ahmad Mansoor Ahmad Assistant Professor Department of Management, Jamia Hamdard, New Delhi India
Received: August 28, 2025
Accepted: November 04, 2025
Published: December 04, 2025
Volume: 1 (2) | Page: 21-46

Abstract

Anthropomorphic artificial intelligence (AAIA) has recently emerged as a significant area of inquiry within educational technology, offering human-like interactions that aim to transform teaching and learning processes. This study undertakes a comprehensive bibliometric analysis to examine the trajectory, scope, and impact of AAIA in education. By systematically analyzing publication trends, citation networks, and thematic clusters, the research maps the intellectual development of this evolving field and highlights its interdisciplinary nature. The analysis explores how AAIA has been conceptualized and applied in educational contexts, including intelligent tutoring systems, virtual teaching assistants, and emotionally responsive learning companions. These applications demonstrate the potential of AAIA to enhance learner engagement, personalization, and inclusivity, while simultaneously raising ethical concerns related to bias, dependency, and authenticity of human–AI interactions. The study also situates AAIA within broader debates on digital pedagogy, emphasizing how anthropomorphic design features—such as voice, facial expressions, and adaptive emotional responses—shape learner trust, motivation, and social presence. Bibliometric mapping reveals emerging clusters of research around affective computing, human–AI collaboration, and culturally responsive AI design, underscoring the growing relevance of AAIA across disciplines. The findings clarify the technological, pedagogical, and socio-cultural factors influencing its development and application. By identifying knowledge gaps and future research horizons, this study contributes to shaping scholarly discourse and guiding responsible innovation in the field. Ultimately, the research provides a foundation for educators, policymakers, and researchers to critically assess the role of anthropomorphic AI in transforming educational practices and ensuring its ethical integration into learning environments.

Keywords: anthropomorphic artificial intelligence (AAIA), artificial intelligence in education, educational technology, technology adoption, human–ai interaction, trust in ai, higher education, research trends.

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