Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics

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 tha...

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Detalles Bibliográficos
Autores: Chocarro Eguaras, Raquel, Cortiñas Ugalde, Mónica, Marcos Matas, Gustavo
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2021
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/39169
Acceso en línea:https://hdl.handle.net/2454/39169
Access Level:acceso abierto
Palabra clave:Chatbot
Education
Teachers
TAM
Proactiveness
Social language
Digital skills
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spelling Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristicsChocarro Eguaras, RaquelCortiñas Ugalde, MónicaMarcos Matas, GustavoChatbotEducationTeachersTAMProactivenessSocial languageDigital skillsThe 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.This work was supported by Departamento de Educación, Gobierno de Navarra [Project CENEDUCA5/2019]Taylor & FrancisGestión de EmpresasEnpresen KudeaketaGobierno de Navarra / Nafarroako Gobernua2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/39169reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglésinfo:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/391692026-06-17T12:41:47Z
dc.title.none.fl_str_mv Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
title Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
spellingShingle Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
Chocarro Eguaras, Raquel
Chatbot
Education
Teachers
TAM
Proactiveness
Social language
Digital skills
title_short Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
title_full Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
title_fullStr Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
title_full_unstemmed Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
title_sort Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics
dc.creator.none.fl_str_mv Chocarro Eguaras, Raquel
Cortiñas Ugalde, Mónica
Marcos Matas, Gustavo
author Chocarro Eguaras, Raquel
author_facet Chocarro Eguaras, Raquel
Cortiñas Ugalde, Mónica
Marcos Matas, Gustavo
author_role author
author2 Cortiñas Ugalde, Mónica
Marcos Matas, Gustavo
author2_role author
author
dc.contributor.none.fl_str_mv Gestión de Empresas
Enpresen Kudeaketa
Gobierno de Navarra / Nafarroako Gobernua
dc.subject.none.fl_str_mv Chatbot
Education
Teachers
TAM
Proactiveness
Social language
Digital skills
topic Chatbot
Education
Teachers
TAM
Proactiveness
Social language
Digital skills
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/39169
url https://hdl.handle.net/2454/39169
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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