This study examines the emerging research area of AI chatbots in higher education (HE), focusing on empirical studies conducted since the release of ChatGPT. The review includes 23 research articles published between December 2022 and December 2023, exploring the use of AI chatbots in HE settings. The study takes a three-pronged approach: examining the current state of the field, identifying the theories of learning used in the studies, and scrutinizing the discourses of AI in HE. The findings contribute to a better understanding of the eclectic state of the nascent research area, the lack of common conceptual groundings about human learning, and the presence of both dystopian and utopian discourses about the future role of AI chatbots in HE. The study highlights the need for more robust and nuanced research, particularly in engaging with learning theories and addressing the social impact of AI chatbots in HE.This study examines the emerging research area of AI chatbots in higher education (HE), focusing on empirical studies conducted since the release of ChatGPT. The review includes 23 research articles published between December 2022 and December 2023, exploring the use of AI chatbots in HE settings. The study takes a three-pronged approach: examining the current state of the field, identifying the theories of learning used in the studies, and scrutinizing the discourses of AI in HE. The findings contribute to a better understanding of the eclectic state of the nascent research area, the lack of common conceptual groundings about human learning, and the presence of both dystopian and utopian discourses about the future role of AI chatbots in HE. The study highlights the need for more robust and nuanced research, particularly in engaging with learning theories and addressing the social impact of AI chatbots in HE.