Publicação
Chatbots for academic services in Higher Education: Students’ perceptions and acceptance
| Resumo: | The increasing integration of artificial intelligence in higher education has created new opportunities for assisting students with automated, customized and scalable solutions. Among these developments, chatbots are becoming increasingly more popular as interactive tools that can help with administrative and academic work. Despite their increasing popularity, students’ opinions about chatbots for academic services overall worth, usefulness, usability and trustworthiness will determine how well they are adopted. For the purpose of tackling this problem, this study combines the perspectives of the Value-base Adoption Model (VAM) and the Technology Acceptance Model (TAM) to examine the elements affecting students’ acceptance of chatbots. Data were collected through a quantitative study using an online questionnaire distributed to Portuguese university students. Validated scales were used to measure constructs such as perceived usefulness, ease of use, enjoyment, risk, value, attitude and behavioural intention. IBM SPSS Statistics 29 and 30 were used for statistical and inferential analysis, and SmartPLS software was employed for PLS-SEM analysis to evaluate the hypothesis, reliability and validity testing. The understatement of chatbot acceptance is linked to the complex relation between cognitive, emotional and risk elements. Value is a key mediator, while ease of use reinforces the perceived usefulness, and value judgments is influenced by enjoyment and risk related attitudes. Through the incorporation of these dimensions together, the study provides a valuable guidance for institutions that seek to enhance student engagement and technology adoption. |
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| Autores principais: | Nascimento, Tomás de Lacerda e Costa Serra do |
| Assunto: | Chatbots Ensino superior -- Higher education Technology acceptance model Value-based adoption model Artificial intelligence in education Inteligência artificial -- Artificial intelligence |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | ISCTE |
| Idioma: | inglês |
| Origem: | Repositório ISCTE |
| Resumo: | The increasing integration of artificial intelligence in higher education has created new opportunities for assisting students with automated, customized and scalable solutions. Among these developments, chatbots are becoming increasingly more popular as interactive tools that can help with administrative and academic work. Despite their increasing popularity, students’ opinions about chatbots for academic services overall worth, usefulness, usability and trustworthiness will determine how well they are adopted. For the purpose of tackling this problem, this study combines the perspectives of the Value-base Adoption Model (VAM) and the Technology Acceptance Model (TAM) to examine the elements affecting students’ acceptance of chatbots. Data were collected through a quantitative study using an online questionnaire distributed to Portuguese university students. Validated scales were used to measure constructs such as perceived usefulness, ease of use, enjoyment, risk, value, attitude and behavioural intention. IBM SPSS Statistics 29 and 30 were used for statistical and inferential analysis, and SmartPLS software was employed for PLS-SEM analysis to evaluate the hypothesis, reliability and validity testing. The understatement of chatbot acceptance is linked to the complex relation between cognitive, emotional and risk elements. Value is a key mediator, while ease of use reinforces the perceived usefulness, and value judgments is influenced by enjoyment and risk related attitudes. Through the incorporation of these dimensions together, the study provides a valuable guidance for institutions that seek to enhance student engagement and technology adoption. |
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