The role of AI chatbots in enhancing performance expectancy in higher education – a multigroup SEM approach

Purpose This study explores the role of AI-based chatbots in enhancing performance expectancy (PEy) among teachers and students. It develops and validates a comprehensive model to understand the role of chatbots in enhancing PEy. Design/methodology/approach Data were collected from 397 individuals, including both teachers and students. Structural equation modeling was employed to examine the role of chatbots in enhancing performance expectancy. Moreover, multi-group analyses were conducted to explore differences between teachers and students. Findings This study offers valuable insights into how mediators such as content quality and student learning influence the relationship between perceived usefulness, information adoption and performance expectancy. The findings reveal that the path from student learning to performance expectancy is significant for students but insignificant for teachers, suggesting that learning experience has a stronger effect on perceived educational outcomes for students than for teachers. Originality/value This study explores the role of AI-based chatbots in enhancing PEy among teachers and students. It examines how mediating factors such as content quality and student learning influence the relationship between perceived usefulness, information adoption and PEy.