AI Chatbots in Chinese higher education: adoption, perception, and influence among graduate students—an integrated analysis utilizing UTAUT and ECM models

• Published in: Frontiers in psychology Vol. 15; p. 1268549
• Main Authors: Tian, Weiqi, Ge, Jingshen, Zhao, Yu, Zheng, Xu
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 07.02.2024
• Subjects: AI Chatbot; Chinese graduate students; ECM; Psychology; technology acceptance; UTAUT; AI Chatbot; technology acceptance; UTAUT; Chinese graduate students; ECM
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2024.1268549

This study is centered on investigating the acceptance and utilization of AI Chatbot technology among graduate students in China and its implications for higher education. Employing a fusion of the UTAUT (Unified Theory of Acceptance and Use of Technology) model and the ECM (Expectation-Confirmation Model), the research seeks to pinpoint the pivotal factors influencing students’ attitudes, satisfaction, and behavioral intentions regarding AI Chatbots. The study constructs a model comprising seven substantial predictors aimed at precisely foreseeing users’ intentions and behavior with AI Chatbots. Collected from 373 students enrolled in various universities across China, the self-reported data is subject to analysis using the partial-least squares method of structural equation modeling to confirm the model’s reliability and validity. The findings validate seven out of the eleven proposed hypotheses, underscoring the influential role of ECM constructs, particularly “Confirmation” and “Satisfaction,” outweighing the impact of UTAUT constructs on users’ behavior. Specifically, users’ perceived confirmation significantly influences their satisfaction and subsequent intention to continue using AI Chatbots. Additionally, “Personal innovativeness” emerges as a critical determinant shaping users’ behavioral intention. This research emphasizes the need for further exploration of AI tool adoption in educational settings and encourages continued investigation of their potential in teaching and learning environments.