artificial intelligence; chatbots; education technology; higher education; qualitative research

The development of communication technologies in recent years has not only facilitated instant communication among individuals but has also transformed the way teachers interact with students. Among these emerging technologies, chatbots with artificial intelligence (AI) have gained significant importance in various domains. However, their integration within the education sector is still in its infancy. This research aims to understand the factors influencing the acceptability of AI chatbots among university students as a communication medium between them and the university. This article summarizes the results of a case study integrated into the theoretical model of Acceptance and Use of Technology 2, based on qualitative data from semi-structured interviews and questionnaires. The study participants were university students from institutions in Sweden and the Czech Republic, and their perspectives on the integration of AI chatbots were examined. The research yielded significant findings, indicating that three primary constructs substantially influence the acceptability of this technology. Specifically, Performance Expectancy (PE), Effort Expectancy (EE), and a newly proposed construct in this study, Nonjudgmental Expectancy (NE). These constructs positively influence acceptability by providing easily accessible, unbiased, and available 24/7 solutions for simple educational, informational, and assistance tasks. The novel construct, NE, may also be applicable to other domains with similar characteristics, such as the education sector, if institutions consider implementing AI-based communication solutions.

The development of communication technologies in recent years has not only facilitated instant communication among individuals but has also transformed the way teachers interact with students. Among these emerging technologies, chatbots with artificial intelligence (AI) have gained significant importance in various domains. However, their integration within the education sector is still in its infancy. This research aims to understand the factors influencing the acceptability of AI chatbots among university students as a communication medium between them and the university. This article summarizes the results of a case study integrated into the theoretical model of Acceptance and Use of Technology 2, based on qualitative data from semi-structured interviews and questionnaires. The study participants were university students from institutions in Sweden and the Czech Republic, and their perspectives on the integration of AI chatbots were examined. The research yielded significant findings, indicating that three primary constructs substantially influence the acceptability of this technology. Specifically, Performance Expectancy (PE), Effort Expectancy (EE), and a newly proposed construct in this study, Nonjudgmental Expectancy (NE). These constructs positively influence acceptability by providing easily accessible, unbiased, and available 24/7 solutions for simple educational, informational, and assistance tasks. The novel construct, NE, may also be applicable to other domains with similar characteristics, such as the education sector, if institutions consider implementing AI-based communication solutions.