Assessment of Students’ Experiences and Viewpoints in Using Chatbots for Education Practice: A University Case of a Developing Country (82693)
Session Chair: Mehmet Evrim Altin
Sunday, 14 July 2024 09:40
Session: Session 1
Room: B08 (Basement)
Presentation Type:Oral Presentation
Artificial Intelligence (AI) chatbots’ usage has revolutionized education globally, however, adoption has been met with varying perceptions, particularly in developing countries’ education. Despite the dire need for technology-based education in higher education institutions of the economically constrained developing countries where the rate of lecturer turn-over and brain drain is high, the use of chatbots in education is still in its infancy. Furthermore, there are limited studies that have documented the developing countries’ students’ perceptions about chatbots, a gap that is filled by this research. Through the lens of Technology Acceptance Model (TAM), quantitative data were collected via online Google forms from 400 students, above the 369 sample size threshold for representing the case population of 9000 students. Analysis of collected data using Statistical Package for Social Sciences (SPSS) showed positive perceptions towards using chatbots, particularly ChatGPT. This positive attitude could be attributed to the educational affordances of this chatbot which included, but were not limited to; improved assignment writing, personalized learning, facilitation of interactions and engagement. These results confirmed that like other similar technologies chatbots’ adoption is influenced by perceived ease of use and perceived usefulness as suggested by TAM. These are important findings for the policy makers who must make informed decisions about formulating policies and guidelines for implementing AI and other innovative technologies for use in improving learning outcomes. The research findings guide university management on how to regularize and standardize the adoption and usage of innovative AI technologies, chatbots’ in particular, which students are currently using informally.
Authors:
Sibusisiwe Dube, National University of Science and Technology, Zimbabwe
Sichelesile Moyo, National University of Science and Technology, Zimbabwe
Phillip Nyoni, National University of Science and Technology, Zimbabwe
Belinda Ndlovu, National University of Science and Technology, Zimbabwe
Catherine Sibanda, National University of Science and Technology, Zimbabwe
Mary Dzinomwa, National University of Science and Technology, zimbabwe
About the Presenter(s)
Dr Sibusisiwe Dube is a University Associate Professor/Senior Lecturer at National University of Science and Technology in Zimbabwe
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