Determinants of students’ adoption of AI chatbots in higher education: the moderating role of tech readiness

Purpose This study aims to investigate the key factors influencing students’ adoption of artificial intelligence (AI) chatbot applications in higher education. It further examines the mediating and moderating role of AI chatbots and tech readiness in determining the effect of perceived usefulness, subjective norms, tech simplicity and tech literacy on the intention to use AI chatbot applications. Design/methodology/approach A survey was conducted at Malaysian universities whereby 430 students participated and 426 responses were deemed valid for analysis. The data was carefully examined to ensure the accuracy of the proposed model. To comprehend the intricate relationships in the model, the authors used the partial least squares structural equation modeling (PLS-SEM) technique. Findings The results revealed that perceived usefulness (PU), subjective norm (SN), tech literacy (TL) and tech simplicity (TS) have a significant impact on students’ intention to use AI applications. The intention to use AI chatbot applications significantly influences the adoption of AI chatbots in higher education. The findings indicated that the intention to use AI chatbots mediates the effect of PU, SN, TL and TS on the adoption of AI chatbots. Tech readiness (TR) moderates the effect of PU and TS on the intention to use AI chatbot applications. Originality/value This research addresses a new insight into AI chatbot adoption within higher education, particularly demonstrating how AI chatbots and tech readiness act as mediators and moderators in shaping students’ perceptions and adoption of AI chatbot applications.