dsaitЦифровые решения и технологии искусственного интеллектаDigital Solutions and Artificial Intelligence Technologies3033-7097Финансовый университет при Правительстве Российской Федерации10.26794/3030-7097-2026-2-2-46-56dsait-58Research ArticleМАТЕМАТИЧЕСКОЕ МОДЕЛИРОВАНИЕ, ЧИСЛЕНЫЕ МЕТОДЫ И КОМПЛЕКСЫ ПРОГРАММMATHEMATICAL MODELING, NUMERICAL METHODS AND SOFTWARE PACKAGESМультимодальные чат-боты в цифровой образовательной среде: аналитический обзорMultimodal Сhatbots in the Digital Educational Environment: Analytical reviewhttps://orcid.org/0000-0003-2942-0976СтепанянИ. К.StepnyanI. K.

Ирина Кимовна Степанян — канд. пед. наук, доцент кафедры математики и анализа данных 

Москва

Irina K. Stepnyan — Cand. Sci. (Ped.), Assoc. Prof., Department of Mathematics and Data Analysis

Москва

 

ikstepanyan@fa.ruhttps://orcid.org/0009-0006-9848-7495ХрипуноваМ. Б.KhripunovaM. B.

Марина Борисовна Хрипунова — кандидат физико-математических наук, доцент, доцент кафедры математики и анализа данных 

Москва

Marina B. Khripunova — Cand. Sci. (Phys. and Math.), Ass. Prof., Ass. Prof. of Department of Mathematics and Data Analysis 

Москва

 

mbkhripunova@fa.ruФинансовый университет при Правительстве Российской ФедерацииРоссияFinancial University under the Government of the Russian FederationRussian Federation202605062026224656Copyright © Степанян И.К., Хрипунова М.Б., 20262026Степанян И.К., Хрипунова М.Б.Stepnyan I.K., Khripunova M.B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.digitarin.ru/jour/article/view/58

В условиях цифровой трансформации российского образования, регламентируемой национальными проектами, особую актуальность приобретает внедрение интеллектуальных чат-ботов на базе больших языковых моделей (LLM). Исследование посвящено систематизации опыта применения мультимодальных чат-ботов в образовании и оценке перспектив их адаптации к российскому национальному мессенджеру MAX (VK). На основе анализа научных публикаций за период 2018–2025 гг. выявлены ключевые направления эффективного использования ботов: персонализированное обучение, автоматизация рутинных процессов, мгновенная обратная связь 24/7, геймификация и т.д. Определены оптимальные архитектурные решения, такие как гибридные системы (YaLM + RAG) и мультимодальная оркестрация (текст/графика/аудио). Выявлены ключевые риски и технические, педагогические, этические ограничения. Обозначены перспективы развития, к которым относятся: полный переход на отечественные LLM (GigaChat, Saiga), интеграция виртуальной и дополненной реальности (VR/AR) в образовательные чат-боты, создание федеральной платформы образовательных ботов, развитие дискуссионных площадок и систем подготовки педагогов для адаптации к цифровым инструментам. Статья будет полезна исследователям и практикам, интересующимся внедрением ИИ-технологий в образование, и закладывает основу для разработки новых образовательных решений на стыке педагогики и искусственного интеллекта. 

In The context of the digital transformation of Russian education, regulated by national projects, the adoption of intelligent chatbots based on large language models (LLMs) is becoming particularly relevant. The study aims to systematize the experience of using multimodal chatbots in education and assess the prospects for their adaptation to the Russian national messenger MAX (VK). Based on an analysis of scientific publications from 2018 to 2025, key areas for the effective use of bots have been identified: personalized learning, automation of routine processes, instant 24/7 feedback, gamification, etc. Optimal architectural solutions have been determined, such as hybrid systems (YaLM + RAG) and multimodal orchestration (text/graphics/audio). Key risks and technical, pedagogical, and ethical limitations have been identified. The prospects for development are outlined, which include: a full transition to domestic LLMs (GigaChat, Saiga), the integration of virtual and augmented reality (VR/AR) into educational chatbots, the creation of a federal platform for educational bots, and the development of discussion forums and a teacher training system for adapting to digital tools. This article will be useful for researchers and practitioners interested in the implementation of AI technologies in education and lays the groundwork for developing new educational solutions at the intersection of pedagogy and artificial intelligence.

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The authors declare that there are no conflicts of interest present.