EXAMINING UNDERGRADUATES’ PERCEPTIONS OF CHATBOTS IN LEARNING: AN INTEGRATION OF TECHNOLOGY ACCEPTANCE MODEL WITH THE VALUE-BASED ADOPTION MODEL

Abstract

With the continuous advancements in technology, chatbots are poised to play an increasingly crucial role in education. This study aims to explore how undergraduates perceive chatbots for learning activities. The study investigated the interconnected dynamics between Technology Acceptance Model (TAM) and Value-Based Adoption Model (VAM) constructs, which include perceived enjoyment, perceived risk, and perceived value. These factors are examined to predict the attitudes of undergraduates and their acceptance of chatbots for higher education learning experiences. A survey involving 365 participants was conducted, and the hypotheses were assessed using Structural Equation Modeling (SPSS-AMOS). The study underscores the primary factors influencing chatbot acceptance among undergraduates, including perceived ease of use, perceived usefulness, attitude, and perceived value. It is noteworthy that perceived risk and perceived enjoyment did not play a significant predictor of students' attitudes and their acceptance of chatbots for learning. It is therefore recommended that higher institutions of learning and technology developers customize the chatbot applications to meet the needs and preferences of students and promote the integration of chatbot technology in supporting learning within the higher education landscape of Nigeria.