Exploring Teachers' Behavioral Acceptance of Using Chatbots in Teaching

Abstract

In the contemporary era, chatbots handle diverse tasks, ranging from addressing frequently asked questions (FAQs) and performing administrative and managerial duties to offering student mentoring, motivation, and assessments of learning progress. The primary purpose of this research was to explore teachers' behavioral acceptance of using chatbots in education. The researcher used a descriptive research design for this study. All the University of Sialkot teachers comprised the study population. The total sample of the study was 100 teachers. The researcher developed a questionnaire by reviewing the related literature to achieve his objectives. Ten subject matter experts evaluated the questionnaires' content validity, while the questionnaires' overall reliability was found to be 0.878 coefficient Alpha. Statistical techniques of frequency, percentage, mean score, standard deviation, and t-test were used to elaborate on the concept of the collected data. The study established that teachers have a high acceptance of using chatbots. It was found that the difference between male and female responses was not statistically significant. The study concluded that chatbots are valuable in teaching. The study recommends that universities invest in ongoing professional development for educators to maximize the benefits of chatbots in teaching.