Investigating factors of students' behavioral intentions to adopt chatbot technologies in higher education: Perspective from expanded diffusion theory of innovation

Abstract

With the emergence of emerging 4IR technologies, AI application tools (chatbots) are becoming more and more popular and widespread in various fields, including education. This study investigates the factors that influence undergraduate students' inclination to utilize AI application tools, specifically chatbots, for educational purposes. We applied an expanded diffusion theory of innovation framework to examine the relationships between relative advantages, compatibility, trialability, trust, perceived usefulness, perceived ease of use, and behavioral intention. Data from 842 undergraduate students were collected through a questionnaire using a 7-point scale, and the findings were analyzed using SmartPLS 4.0.9.2 software with a covariance-based structural equation model. The results confirm the hypotheses regarding the relative advantages, compatibility, trialability, perceived usefulness, and trust of chatbots. Students who perceive the benefits of chatbots express a strong intention to use them for academic purposes. The perception of compatibility between students and chatbots positively influences their adoption intention, and those who have the opportunity to try out chatbots are more likely to use them, indicating the importance of trialability. Surprisingly, the study did not find direct relationships between perceived usefulness, perceived ease of use, and behavioral intention, suggesting the presence of other influencing factors or dynamics in the adoption of chatbots for educational purposes. The findings offer practical insights for students and contribute to the theoretical understanding of the diffusion theory of innovation. Future research can further explore these findings to gain deeper insights into the complexities of chatbot adoption and enhance the adoption of AI tools in educational settings.