Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
Fecha
2021Versión
Acceso abierto / Sarbide irekia
Tipo
Artículo / Artikulua
Versión
Versión aceptada / Onetsi den bertsioa
Impacto
|
10.1080/03055698.2020.1850426
Resumen
The 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 Mode ...
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The 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. [--]
Materias
Chatbot,
Education,
Teachers,
TAM,
Proactiveness,
Social language,
Digital skills
Editor
Taylor & Francis
Publicado en
Educational Studies, DOI: 10.1080/03055698.2020.1850426
Departamento
Universidad Pública de Navarra. Departamento de Gestión de Empresas /
Nafarroako Unibertsitate Publikoa. Enpresen Kudeaketa Saila
Versión del editor
Entidades Financiadoras
This work was supported by Departamento de Educación, Gobierno de Navarra [Project CENEDUCA5/2019]