A theoretical investigation of students’ adoption of artificial intelligence chatbots using social cognitive theory and uses and gratification theory

Abstract

Prior studies widely acknowledge artificial intelligence as a facilitator of digital transformation in the educational sector. Yet, research on the determinants of AI chatbot adoption among students in low – and middle-income countries, particularly Ghana, is scarce. This study addresses this gap in the literature by investigating the motivational and behavioral antecedents that influence students’ use of AI chatbots in Ghana. Using Chat GPT – a type of AI chatbot, this research adopts the Uses and Gratification and social cognitive theories. Based on survey data from 249 study participants, this study employed the partial least square structural equation modeling approach. The study’s findings reveal that confidence, convenience, control, and enjoyment significantly affect students’ satisfaction. Also, satisfaction affects the use of AI chatbots among students in Ghana. Furthermore, some findings of our study diverge from previous research by revealing that identity does not significantly affect students’ satisfaction in the context of AI chatbot adoption.