Hành vi sử dụng chatbot AI và hiệu quả học tập của sinh viên: Nghiên cứu tại Trường Đại học Thăng Long
DOI:
https://doi.org/10.24311/jabes/2026.37.04.8Keywords:
Giáo dục đại học, Nhận thức rủi ro, Năng lực công nghệ, Tự chủ học tập, Hiệu quả học tập, AI chatbotAbstract
In the context of the increasing adoption of artificial intelligence in higher education, this study examines the factors influencing students’ use of AI chatbots and the impact of this behavior on academic performance at Thang Long University. The research model was developed based on the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Determination Theory (SDT). Data were collected from 895 students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that AI chatbot usage positively affects academic performance. In addition, perceived usefulness, social influence, technological competence, and learner autonomy positively influence AI chatbot usage behavior, while perceived ease of use has no statistically significant effect. The findings also reveal that perceived risk positively influences AI chatbot usage behavior, contrary to the initial research hypothesis. These findings contribute additional empirical evidence on AI chatbot usage behavior in higher education and provide implications for the management and integration of AI in learning environments
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