Revisiting university students' intention to accept AI-Powered chatbot with an integration between TAM and SCT: a south Asian perspective

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Applied Research in Higher Education Pub Date : 2024-03-28 DOI:10.1108/jarhe-11-2023-0514
Md. Rabiul Awal, Md. Enamul Haque
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Abstract

Purpose

This paper aims to explore students’ intention to use and actual use of the artificial intelligence (AI)-based chatbot such as ChatGPT or Google Bird in the field of higher education in an emerging economic context like Bangladesh.

Design/methodology/approach

The present study uses convenience sampling techniques to collect data from the respondents. It applies partial least squares structural equation modeling (PLS-SEM) for analyzing a total of 413 responses to examine the study’s measurement and structural model.

Findings

The results explore that perceived ease of use (PEOU) negatively affects intention to adopt AI-powered chatbots (IA), whereas university students’ perceived usefulness (PU) influences their IA positively but insignificantly. Furthermore, time-saving feature (TSF), academic self-efficacy (ASE) and electronic word-of-mouth (EWOM) have a positive and direct impact on their IA. The finding also reveals that students' IA positively and significantly affects their actual use of AI-based chatbot (AU). Precisely, out of the five constructs, the TSF has the strongest impact on students’ intentions to use chatbots.

Practical implications

Students who are not aware of the chatbot usage benefits might ignore these AI-powered language models. On the other hand, developers of chatbots may not be conscious of the crucial drawbacks of their product as per the perceptions of their multiple users. However, the findings transmit a clear message about advantages to users and drawbacks to developers. Therefore, the results will enhance the chatbots’ functionality and usage.

Originality/value

The findings of the study alert the teachers, students and policymakers of higher educational institutions to understand the positive outcomes and to accept AI-powered chatbots such as OpenAI’s ChatGPT. Outcomes also notify the AI-product developers to boost the chatbot’s quality in terms of timeliness, user-friendliness, accuracy and trustworthiness.

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结合 TAM 和 SCT 重新审视大学生接受人工智能聊天机器人的意愿:南亚视角
目的本文旨在探讨在孟加拉国这样一个新兴经济国家的高等教育领域,学生对基于人工智能(AI)的聊天机器人(如 ChatGPT 或 Google Bird)的使用意向和实际使用情况。研究结果结果表明,感知易用性(PEOU)对采用人工智能聊天机器人(IA)的意向有负面影响,而大学生的感知有用性(PU)对其IA有积极影响,但不显著。此外,省时功能(TSF)、学术自我效能感(ASE)和电子口碑(EWOM)对他们的IA有积极和直接的影响。研究结果还显示,学生的内省对他们实际使用基于人工智能的聊天机器人(AU)有积极和显著的影响。确切地说,在五个构念中,TSF 对学生使用聊天机器人的意愿影响最大。另一方面,聊天机器人的开发者可能没有意识到他们的产品在众多用户眼中的关键缺点。不过,研究结果为用户和开发者传递了明确的优势和缺点信息。原创性/价值研究结果提醒高等院校的教师、学生和决策者了解积极的成果,并接受人工智能驱动的聊天机器人,如 OpenAI 的 ChatGPT。研究结果还提醒人工智能产品开发人员提高聊天机器人在及时性、用户友好性、准确性和可信度方面的质量。
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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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