Examining the Influence of AI on Python Programming Education: An Empirical Study and Analysis of Student Acceptance Through TAM3

This study investigates the adoption of PyChatAI, a bilingual AI-powered chatbot for Python programming education, among female computer science students at Jouf University. Guided by the Technology Acceptance Model 3 (TAM3), it examines the determinants of user acceptance and usage behaviour. A Solomon Four-Group experimental design (N = 300) was used to control pre-test effects and isolate the impact of the intervention. PyChatAI provides interactive problem-solving, code explanations, and topic-based tutorials in English and Arabic. Measurement and structural models were validated via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), achieving excellent fit (CFI = 0.980, RMSEA = 0.039). Results show that perceived usefulness (β = 0.446, p < 0.001) and perceived ease of use (β = 0.243, p = 0.005) significantly influence intention to use, which in turn predicts actual usage (β = 0.406, p < 0.001). Trust, facilitating conditions, and hedonic motivation emerged as strong antecedents of ease of use, while social influence and cognitive factors had limited impact. These findings demonstrate that AI-driven bilingual tools can effectively enhance programming engagement in gender-specific, culturally sensitive contexts, offering practical guidance for integrating intelligent tutoring systems into computer science curricula.