Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
By Raquel Chocarro, Mónica Cortiñas, Gustavo Marcos-Matás. Educational Studies, 2021
299 citations recorded by the source corpus.
ABSTRACT The appearance of Artificial Intelligence implementations, such as text-based virtual assistants (chatbots) in education is relatively new. These implementations can be useful for helping teachers and students to solve both educational questions and routine tasks. This paper examines the factors that explain teachers’ acceptance of chatbots through the dimensions of the Technology Acceptance Model (perceived usefulness and perceived ease of use), its conversational design (use of social language and proactiveness), and the teachers’ age and digital skills. The data collection process included a pre-test and an online survey with four different types of chatbots. We analyse 225 responses of primary and secondary education teachers. The results show that the perceived easiness and perceived usefulness leads to greater acceptance of chatbots. As for the chatbots’ features, formal language by a chatbot leads to a higher intention of using them. These results can help in chatbot design and communication decisions, improving the acceptance of the educational community.
Subfields: Artificial Intelligence, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/59ed3d238692f66bb30218d360f1bc13e93eebfc
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In Artificial Intelligence
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Citations in the corpus
- A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms (2023, background): “” Chatbots The notion chatbot is a combination of two words: “chat” demonstrating conversation and “bot” standing for robot (Chocarro et al., 2021).”
- Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success (2022, background): “…the potential for chatbots to increase student engagement and, perhaps unsurprisingly, that instructors are more likely to adopt these technologies when they are perceived to be useful and easy to use (Chocarro et al., 2021; Chuah & Kabilan, 2021; Hwang & Chang, 2021; Okonkwo & Ade-Ibijola, 2021).”
- The Roles of Personality Traits, AI Anxiety, and Demographic Factors in Attitudes toward Artificial Intelligence (2022, background): “Our data revealed that age did not predict attitudes toward AI, replicating some previous research, e.g., Chocarro et al. (2021), who investigated the factors affecting teachers ’ adoption of chatbots and found that the intention to use technology did not increase with age.”