[Other] Exploring intention of undergraduate students to embrace chatbots: from the vantage point of Lesotho - International Journal of Educational Technology in Higher Education

Abstract: The increasing prevalence of Fourth Industrial Revolution (4IR) technologies has led to a surge in the popularity of AI application tools, particularly chatbots, in various fields, including education. This research explores the factors influencing undergraduate students’ inclination to embrace AI application tools, specifically chatbots, for educational purposes. Using an expanded diffusion theory of innovation framework, the study investigates the relationship between relative advantages, compatibility, trialability, perceived trust, perceived usefulness, perceived ease of use, and behavioral intention. Using a 7-point scale, a questionnaire was given to 842 undergraduate students to collect data. The analysis, conducted using SmartPLS 4.0.9.2 software with a covariance-based structural equation model, produced significant findings. The study confirms hypotheses related to the relative advantages, compatibility, trialability, perceived usefulness, and perceived trust associated with chatbots. Notably, students who perceive the benefits of chatbots show a strong intention to use them for academic purposes. The perception of compatibility between students and chatbots positively influences adoption intention, highlighting the importance of compatibility. Additionally, students who have the opportunity to trial chatbots are more likely to use them, emphasizing the significance of trialability. Interestingly, the study did not establish direct relationships between perceived usefulness, perceived ease of use, and behavioral intention. This suggests the presence of other influential factors or dynamics in the adoption of chatbots for educational purposes. These findings offer practical insights for students and contribute to the theoretical understanding of the diffusion theory of innovation. Future research can further explore these insights to unravel the complexities of chatbot adoption and facilitate the broader adoption of AI tools in educational settings.

Lay summary (by Claude 3): As artificial intelligence (AI) technologies like chatbots become more widespread, this study looked at what factors influence undergraduate students’ willingness to use chatbots for educational purposes. The researchers used an expanded version of the diffusion of innovation theory to examine how students’ perceptions of the relative advantages, compatibility, ability to try it out, trust, usefulness, and ease of use of chatbots relate to their intention to actually use them. The researchers surveyed 842 undergraduate students using a 7-point scale questionnaire. The analysis showed that students who see benefits of chatbots have a strong intention to use them academically. Students who feel chatbots are compatible with their needs and preferences are also more likely to want to use them. Additionally, students given the chance to try out chatbots beforehand are more inclined to use them, highlighting the importance of trialability. Interestingly, the study did not find direct links between students’ perceptions of usefulness and ease of use with their intention to use chatbots. This suggests other factors beyond these may influence chatbot adoption for education. Overall, the findings provide practical insights for students and contribute to understanding what drives the adoption of innovative AI tools like chatbots in educational settings. Further research can build on these insights to facilitate broader adoption of AI technologies in education.