Teacher – Artificial Intelligence (AI) interaction: The role of trust, subjective norm and innovativeness in Teachers' acceptance of educational chatbots.
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| Title: | Teacher – Artificial Intelligence (AI) interaction: The role of trust, subjective norm and innovativeness in Teachers' acceptance of educational chatbots. |
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| Authors: | Celik, Ismail1 (AUTHOR) ismail.celik@oulu.fi, Muukkonen, Hanni2 (AUTHOR), Siklander, Signe3 (AUTHOR) |
| Source: | Policy Futures in Education. Jan2026, Vol. 24 Issue 1, p164-188. 25p. |
| Abstract: | Despite the novel educational opportunities of chatbots, their integration into teaching and learning settings is still in the early stages. Understanding the interplay of teachers' perceptions, attitudes, and intentions to use chatbots can provide insight into the sustainable integration of chatbots in K-12 education. However, little is known about teachers' acceptance of chatbots in this context. This study proposes a framework to better understand teachers' acceptance of educational chatbots, based on the Technology Acceptance Model (TAM). We extended TAM by incorporating trust, subjective norms, and perceived innovativeness. Data were collected from 482 K-12 teachers with experience using the EBA Assistant chatbot. The study used a mixed-methods approach, combining quantitative structural equation modeling (SEM) with qualitative interviews from 54 participants. Results show that more innovative teachers perceive chatbots as useful educational tools. Teachers' trust in chatbot outcomes and positive attitudes toward ease of use also increase their intent to use chatbots. Trust in the chatbot's privacy and pedagogical reliability, along with social pressure from colleagues and administrators, further influences their adoption. This study reveals that acceptance of educational chatbots depends on both individual characteristics (e.g., trust) and sociocultural factors (e.g., subjective norm). These findings provide insights that can help guide the integration of chatbots in K-12 education. [ABSTRACT FROM AUTHOR] |
| Copyright of Policy Futures in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190388220 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher – Artificial Intelligence (AI) interaction: The role of trust, subjective norm and innovativeness in Teachers' acceptance of educational chatbots. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Celik%2C+Ismail%22">Celik, Ismail</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ismail.celik@oulu.fi</i><br /><searchLink fieldCode="AR" term="%22Muukkonen%2C+Hanni%22">Muukkonen, Hanni</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Siklander%2C+Signe%22">Siklander, Signe</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Policy+Futures+in+Education%22">Policy Futures in Education</searchLink>. Jan2026, Vol. 24 Issue 1, p164-188. 25p. – Name: Abstract Label: Abstract Group: Ab Data: Despite the novel educational opportunities of chatbots, their integration into teaching and learning settings is still in the early stages. Understanding the interplay of teachers' perceptions, attitudes, and intentions to use chatbots can provide insight into the sustainable integration of chatbots in K-12 education. However, little is known about teachers' acceptance of chatbots in this context. This study proposes a framework to better understand teachers' acceptance of educational chatbots, based on the Technology Acceptance Model (TAM). We extended TAM by incorporating trust, subjective norms, and perceived innovativeness. Data were collected from 482 K-12 teachers with experience using the EBA Assistant chatbot. The study used a mixed-methods approach, combining quantitative structural equation modeling (SEM) with qualitative interviews from 54 participants. Results show that more innovative teachers perceive chatbots as useful educational tools. Teachers' trust in chatbot outcomes and positive attitudes toward ease of use also increase their intent to use chatbots. Trust in the chatbot's privacy and pedagogical reliability, along with social pressure from colleagues and administrators, further influences their adoption. This study reveals that acceptance of educational chatbots depends on both individual characteristics (e.g., trust) and sociocultural factors (e.g., subjective norm). These findings provide insights that can help guide the integration of chatbots in K-12 education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Policy Futures in Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190388220 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/14782103251348551 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 164 Titles: – TitleFull: Teacher – Artificial Intelligence (AI) interaction: The role of trust, subjective norm and innovativeness in Teachers' acceptance of educational chatbots. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Celik, Ismail – PersonEntity: Name: NameFull: Muukkonen, Hanni – PersonEntity: Name: NameFull: Siklander, Signe IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14782103 Numbering: – Type: volume Value: 24 – Type: issue Value: 1 Titles: – TitleFull: Policy Futures in Education Type: main |
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