ChatGPT and Bard, two chatbots powered by Large Language Models (LLMs), are propelling the educational sector towards a new era of instructional innovation. Within this educational paradigm, the present investigation conducts a comparative analysis of these groundbreaking chatbots, scrutinizing their distinct operational characteristics and applications as depicted in current scholarly discourse. ChatGPT emerges as an exemplary tool in task-oriented textual interactions, while Bard brandishes unique features such as Text-To-Speech (TTS) functionality, which enhances accessibility and inclusive education, as well as integration with Google Workspace applications. This research critically examines their utilization in various spheres such as pedagogy, academic research, Massive Open Online Courses (MOOCs), mathematics, and software programming. Findings accentuate ChatGPT's superior efficacy in content drafting, code generation, language translation, and providing clinically precise responses, notwithstanding Bard's significant potential encapsulated in its exclusive features. Furthermore, the study traverses' crucial ethical aspects, including privacy concerns and inherent bias, underscoring the profound implications of these Artificial Intelligence (AI) technologies on literature and advocating against the indiscriminate reliance on such models. [For the full proceedings, see ED636095.]