Manuscript received July 14, 2023; revised August 29, 2023; accepted October 14, 2023; published June 13, 2024
Abstract—In the era of universal digitalization, new technologies and services are being created, among which we can highlight the development of chatbot technologies that can be effectively used in the educational process and that will be of interest to representatives of the younger generations. The current study aims to reveal the influence of artificial intelligence chatbot integration on students’ intention to learn and their academic performance in the blended learning environment. The research framework includes 7 key indicators: Satisfaction (SAT), Perceived Usefulness (PU), Attitude (ATD), Subjective Norms (SN), and Perceived Behavioral Control (PBC), Continuance Intention to Learn (CIL) and academic performance (AP), which are evaluated in traditional blended learning setting (N=104) and blended learning based on artificial intelligence chatbot (N=107). For comparison we used the average scores, standard deviations (σ) of students on 23 items and student’s t-test for independent samples. We also calculated Pearson correlation coefficient for all analyzed. The results of the current study confirmed the positive influence of artificial intelligence usage during the blended learning as it increases students’ attitude, satisfaction and perceived usefulness which directly and highly affects the intention to continue learning and academic performance.
Keywords—blended learning, artificial intelligence chatbot, students’ intention to learn, academic performance
Cite: Kobicheva Aleksandra and Baranova Tatiana, "Students’ Intention to Learn and Academic Performance in the Blended Learning Environment: The Role of Artificial Intelligence Chatbots," International Journal of Information and Education Technology vol. 14, no. 6, pp. 807-813, 2024.