INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, vol.40, no.2, pp.1-20, 2024 (SCI-Expanded)
The use of Artificial Intelligence (AI) chatbots in higher education to support and engage in classroom learning activities has recently attracted the attention of researchers. The acceptance of AI chatbots for learning purposes is indicative of students’ intentions and actual use in the future. Hence, this study aims to test the educational use of AI chatbots in the context of self-directed learning (SDL) with technology and information and communication technology (ICT) self-efficacy using the extended Technology Acceptance Model (TAM). The study involved 414 undergraduate students, and the research model was tested by utilizing the Partial Least Square Structural Equation Model (PLS-SEM). The results indicate that ICT self-efficacy affects only the perceived ease of use (PEU), whereas PEU and perceived usefulness have a positive effect on the intention to use AI chatbots. Moreover, SDL with technology affects both the intention and the actual use of AI chatbots. Universities should update their curricula and activities to support SDL with technology and also organize activities in order to increase the ICT self-efficacy among the students.