Relationship of Conversational Artificial Intelligence with Academic Anxiety and Academic Motivations in Indian Students

Abstract

The study investigated the correlation between use of Conversational Artificial Intelligence (CAI) and Academic Anxiety, as well as Academic Motivations among Indian students. A review of the literature indicates that technology plays a crucial role in alleviating academic anxiety. The primary objective of this study was to ascertain if there is an existence of a relationship between the use of CAI and Academic Anxiety in Indian students. To achieve this, data were gathered from students in Indian educational institutions, utilizing two standardized psychometric tools measuring both the use of Chatbots and levels of Academic Anxiety. Pearson Product Moment correlation was computed, the findings from this study revealed a non-significant correlation between these two variables, r(119)= .06, p>.05. Subsequently, a second study was conducted to assess the authors’ adapted theory, integrating Igbaria’s Technology Acceptance Model with Intrinsic and Extrinsic Motivation, specifically in the context of Chatbot usage. Data were again collected from Indian students across various educational levels, employing two standardized psychometric tools measuring the use of Chatbots and Academic Motivation. After the results from Multiple Linear Regression were found non-significant, F(2,134) = 0.87, p > 0.05, a linear regression between Extrinsic Motivation and Use of Chatbots indicated that Extrinsic Motivation was a weak but a statistically significant predictor of Chatbot usage among Indian students, F(1,135)=4.855, p < .05. Consequently, the authors conclude that Extrinsic Motivation constitutes a noteworthy factor influencing students’ engagement with Chatbots, being used by students to enhance academic performance and, concurrently, leading to the reduction of academic anxiety.