Chatbot Technology Use and Acceptance Using Educational Personas

Abstract

Chatbots are computer programs that mimic human conversation using text or voice or both. Users’ acceptance of chatbots is highly influenced by their persona. Users develop a sense of familiarity with chatbots as they use them, so they become more approachable, and this encourages them to interact with the chatbots more readily by fostering favorable opinions of the technology. In this study, we examine the moderating effects of persona traits on students’ acceptance and use of chatbot technology at higher educational institutions in the UK. We use an Extended Unified Theory of Acceptance and Use of Technology (Extended UTAUT2). Through a self-administrated survey using a questionnaire, data were collected from 431 undergraduate and postgraduate computer science students. This study employed a Likert scale to measure the variables associated with chatbot acceptance. To evaluate the gathered data, Structural Equation Modelling (SEM) coupled with multi-group analysis (MGA) using SmartPLS3 were used. The estimated Cronbach’s alpha highlighted the accuracy and legitimacy of the findings. The results showed that the emerging factors that influence students’ adoption and use of chatbot technology were habit, effort expectancy, and performance expectancy. Additionally, it was discovered that the Extended UTAUT2 model did not require grades or educational level to moderate the correlations. These results are important for improving user experience and they have implications for academics, researchers, and organizations, especially in the context of native chatbots.