Drivers of Chatbot Adoption among K-12 Teachers in Saudi Arabia

被引:2
作者
Al-Amri, Nada Ali [1 ]
Al-Abdullatif, Ahlam Mohammed [1 ]
机构
[1] King Faisal Univ, Dept Curriculum & Instruct, Al Hasa 31982, Saudi Arabia
关键词
chatbots; UTAUT2; teachers; technology acceptance; Saudi Arabia; HIGHER-EDUCATION; INFORMATION-TECHNOLOGY; UNIFIED THEORY; ACCEPTANCE;
D O I
10.3390/educsci14091034
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The aim of the current study was to identify the factors influencing teachers' acceptance of using chatbots in education. To achieve this, we employed the descriptive method, applying the conceptual framework of the unified theory of acceptance and use of technology (UTAUT2) to a sample of 406 teachers from the Eastern Province in Saudi Arabia. By applying structural equation modelling (SEM), the research results revealed that the most influential factors of chatbot acceptance among Saudi teachers were artificial intelligence literacy, followed by hedonic motivation, and then social influence. Meanwhile, performance expectancy, effort expectancy, and facilitating conditions were not significant indicators of teachers' acceptance of using chatbots in education. In light of these findings, we recommend the following actions: focusing on artificial intelligence literacy for teachers, holding specialised workshops on chatbot applications in education, enhancing teachers' motivation to use chatbots, and forming professional communities for teachers to exchange experiences and knowledge.
引用
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页数:17
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