An Empirical Study of Students’ Intention to Use AI Chatbots for Academic Assistance

Abstract

AI based technology chatbots are becoming increasingly important at universities and educational institutions because they can assist students with various academic tasks. This technology helps students complete academic assignments more effectively, facilitates the generation of ideas, and provides quick access to information. Although AI chatbots have their advantages, students have differing views on their Perceived Utility, Perceived usability, reliability, and also the risks that are associated with them on campus. Consequently, it is crucial to conduct an examination of the elements affecting students’ want to employ AI chatbots as academic aids. This research will explore the factors influencing students’ intentions utilizing AI chatbots' willingness to use AI chatbots as academic aids. Four primary variables were examined: Confidence (TR), Recognized utility (PU), Recognized Simplicity of Usage (PEOU), Recognized Educational Honesty Threat (PAIR). To examine the relationships among these constructs, modeling structural equations using the PLS approach (PLS-SEM) method was used. A web based survey involving 350 students was used to collect data. Studies show that if artificial intelligence (AI)-based chatbots are perceived as practical, user friendly, and trustworthy, students are more inclined to use them. However, concerns about academic integrity reduce the students’ goals to utilize chatbots with AI their academic objectives. Overall, the research’s conclusions indicate that functional and ethical considerations are crucial when students interact with AI based technology chatbots. Therefore, tertiary education institutions should promote the responsible adoption of AI by educating students about its benefits and risks.