Understanding Student Acceptance and Use of Chatbots in the United Kingdom Universities: A Structural Equation Modelling Approach

Abstract

The purpose of this paper is to investigate the factors that may hinder or facilitate the acceptance and usage of chatbots by university students in higher education institutions (HEIs). For this study, the unified theory of acceptance and use of technology (UTAUT2) is adopted for this educational context. A quantitative survey-based approach was used to collect data from 431 undergraduate and computer science masters students at Brunel University London. The data were analysed using partial least squares - structural equation modelling (PLS-SEM) with SmartPLS3. The findings showed that three primary constructs, namely, performance expectancy, effort expectancy and habit significantly predicted students’ behavioural intention (BI) to use chatbot technology. Our results can guide policymakers in their attempts to explain and encourage the adoption and acceptance of innovative technologies, such as chatbots, by university students. To the best of our knowledge, this study is the first to investigate student acceptance and use of chatbots by university students using UTAUT2. Moreover, the present study will serve as the foundation for the design of features aimed at promoting chatbot acceptance and the enhancement of student engagement and performance.