Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective Merelo Guervos, Juan Julián Castillo Valdivieso, Pedro Ángel Mora García, Antonio Miguel Barranco Expósito, Francisco Guillén Perales, Alberto Chatbots Messaging platforms Tutorship Educational bots Higher education Funding for open access charge: Universidad de Granada/CBUA. This work has been supported by EDUBOTS project, funded under the scheme Erasmus + KA2: Cooperation for innovation and the exchange of good practices - Knowledge Alliances (grant agreement no: 612446). Messaging platforms are applications, generally mediated by an app, desktop program or the web, mainly used for synchronous communication among users. As such, they have been widely adopted officially by higher education establishments, after little or no study of their impact and perception by the teachers. We think that the introduction of these new tools and the opportunities and challenges they have needs to be studied carefully in order to adopt the model, as well as the tool, that is the most adequate for all parties involved. We already studied the perception of these tools by students, in this paper we examine the teachers' experiences and perceptions through a survey that we validated with peers, and what they think these tools should make or serve so that it enhances students learning and helps them achieve their learning objectives. The survey has been distributed among tertiary education teachers, both in universitary and other kind of tertiary establishments, based in Spain (mainly) and Spanish-speaking countries. We have focused on collecting teachers' preferences and opinions on the introduction of messaging platforms in their day-to-day work, as well as other services attached to them, such as chatbots. What we intend with this survey is to understand their needs and to gather information about the various educational use cases where these tools could be valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools varies across gender, experience, and their discipline of specialization is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes. 2023-06-20T10:46:35Z 2023-06-20T10:46:35Z 2023-05-24 journal article Merelo Guervos, J. J. et al. Chatbots and messaging platforms in the classroom: An analysis from the teacher’s perspective. Education and Information Technologies [https://doi.org/10.1007/s10639-023-11703-x] https://hdl.handle.net/10481/82651 10.1007/s10639-023-11703-x eng http://creativecommons.org/licenses/by/4.0/ open access Atribución 4.0 Internacional Springer