Marcos Matas, Gustavo
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Marcos Matas
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Gustavo
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Gestión de Empresas
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Publication Open Access From familiarity to acceptance: the impact of Generative Artificial Intelligence on consumer adoption of retail chatbots(Elsevier, 2025-01-17) Arce Urriza, Marta; Chocarro Eguaras, Raquel; Cortiñas Ugalde, Mónica; Marcos Matas, Gustavo; Gestión de Empresas; Enpresen Kudeaketa; Institute for Advanced Research in Business and Economics - INARBEThis study investigates the influence of Generative Artificial Intelligence (GenAI) on consumer adoption of retail chatbots, focusing on how GenAI impacts key adoption determinants, the role of familiarity and assessing its effects across different stages of the customer journey. We conducted two waves of surveys, one pre- and one post-GenAI integration, to compare consumer perceptions across three customer service tasks. Using the Service Robot Acceptance Model (SRAM) as a framework, we found that GenAI enhances consumer perceptions of chatbot usefulness, human-likeness, and familiarity, thereby increasing adoption intentions. However, trust remains largely unchanged, and privacy concerns have risen post-GenAI. Additionally, the relationships remain stable across customer journey stages, with familiarity playing a key role. Our findings extend SRAM to the retail context with GenAI, offering new insights into the temporal stability of chatbot adoption factors. It underscores familiarity's dual role (direct and indirect) in fostering adoption, while highlighting that GenAI impacts specific aspects of consumer interaction. These findings provide insights for retailers to leverage GenAI-powered chatbots to enhance customer engagement and satisfaction.Publication Open Access Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics(Taylor & Francis, 2021) Chocarro Eguaras, Raquel; Cortiñas Ugalde, Mónica; Marcos Matas, Gustavo; Gestión de Empresas; Enpresen Kudeaketa; Gobierno de Navarra / Nafarroako GobernuaThe appearance of Artificial Intelligence implementations, such as text-based virtual assistants (chatbots) in education is relatively new. These implementations can be useful for helping teachers and students to solve both educational questions and routine tasks. This paper examines the factors that explain teachers’ acceptance of chatbots through the dimensions of the Technology Acceptance Model (perceived usefulness and perceived ease of use), its conversational design (use of social language and proactiveness), and the teachers’ age and digital skills. The data collection process included a pre-test and an online survey with four different types of chatbots. We analyse 225 responses of primary and secondary education teachers. The results show that the perceived easiness and perceived usefulness leads to greater acceptance of chatbots. As for the chatbots’ features, formal language by a chatbot leads to a higher intention of using them. These results can help in chatbot design and communication decisions, improving the acceptance of the educational community.