Final Group Assignment: METHODOLOGY

Research topic: Determinants of intention to use chatbots for

educational purposes of FPT University students

Course: Business Research Methods

Lecturer: Nguyen Thi Minh Anh

Class: IB1610-LOG

Group members: Do Thu Trang - HS163456

Mai Ngoc Anh - HS160898
Dao Thi Thu Trang - HS160936
Pham Thi Ngoc Yen - HS163317
Vu Tan Dat - HS160042
 TABLE OF CONTENT

I. INTRODUCTION 2

1.1 Research Background 2

1.1.1 Research context 2

1.1.2 Importance of research 2

1.2 Research Objectives 4

1.3 Research Questions 4

1.4 Contributions 5

1.5 Research structure 5

II. HYPOTHESIS DEVELOPMENT 6

2.1. Performance expectancy 6

2.2. Effort expectancy 7

2.3. Social influence 9

2.4. Habit 10

2.5. Hedonic motivation 12

III. METHODOLOGY 14

3.1. Table of measurements 14

3.2. Results and discussion 18

3.3. Conclusion 21

IV. References 24

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I. INTRODUCTION

1.1 Research Background

1.1.1 Research context (Ngoc Yen)

Technology is essential for quality control and development in Industry
4.0 (Magno & Dosena, 2022). This technology is being increasingly employed
for educational purposes. The introduction of Artificial Intelligence
technology, in particular, enables the integration of Chatbot systems into
numerous elements of education (Okonkwo & Ade-Ibijola, 2021). Chatbots
provide intelligent assistance by interpreting user inquiries and providing
prompt and accurate responses. A chatbot is a piece of machine that
communicates with a user (human). It functions as a virtual assistant,
answering some of the user's inquiries with precision (Colace et al., 2018).

In the technologically advanced world of today, when communication

and many other activities rely largely on online platforms, chatbots are being
employed more and more to boost student engagement (Okonkwo &
Ade-Ibijola, 2021). The chatbot can communicate with the user on a
conversational level via text or speech. The ability to outsource duties to
chatbots can assist students avoid challenging assignments due to timing,
language, or accessibility challenges (Pérez et al., 2020). Many educators
regard chatbots as a chance to transform and boost future learning and
research (Foroughi et al., 2023).

1.1.2 Importance of research (Ngoc Anh & Do Trang)

The educational sector is one application area for Chatbots. Chatbots
for e-learning systems have proliferated lately to enhance student learning
(D’Aniello et al., 2018). Chatbots have shown to be the most creative way to
bridge the gap between technology and education, making them a
significant innovation in e-learning. The use of chatbots gives students an
interactive learning environment that mimics their one-on-one interactions

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with teachers. Chatbots are vital to the advancement of each student's skills
since they test students' conduct and monitor their progress (Quincey et al.,
2019).

Additionally, they can play a significant part in motivating a student to

work by consistently delivering alerts and reminders. There are numerous
more scenarios in which chatbots are used in e-learning. For instance, a
personalized learning experience can be offered, where students acquire and
retain information at varying rates (Ingkavara et al., 2022).

With chatbots, it is possible to modify a student's learning rate without

being unduly harsh. Students from various backgrounds can contribute their
opinions and viewpoints on a certain topic while the chatbot can still adjust
to each one individually (Hobert & Meyer von Wolff, 2019) or support
collaborative learning activities (Tegos et al., 2014; Walker et al., 2011).
Chatbots can also be employed as a form of social learning. By distributing
group projects and assignments like teachers often do, this technology can
raise student participation and promote interaction with the other students in
the class (Pandita & Kiran, 2023). Chatbots can engage in one-on-one or
group interactions with students to facilitate learning. In order to help
students complete educational objectives, chatbots can use text, speech,
visuals, haptics, gestures, and other forms of communication.

The development of a chatbot prototype to assist students with their

educational tasks is presented in this study. Chatbot wants to serve as a
student's virtual tutor. The purpose of this work is to present a framework for:
● The utilization of the ontological representation of the knowledge area
allowed for the selection of the best response.
● A campaign of experimentation has been designed to assess the
system's performance. The following section contains the associated
works.

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1.2 Research Objectives (Dat)
The research objective aims to delve into the determinants
shaping FPT University students' intentions to use chatbots for
educational purposes. The primary goal is to gauge the level of
awareness and comprehension among students regarding chatbots,
especially in light of their evolving functionalities amid rapid
technological advancements.

It investigates the specific factors that influence or impede their

willingness to embrace chatbots, including an examination of
perceived ease of use, usefulness, and individual attitudes towards AI
and chatbot technology. An integral part of this research also involves
identifying any barriers that might deter students from adopting these
digital assistants, with a focus on addressing concerns like privacy,
user interface design, and the effectiveness of chatbot interactions.

Furthermore, the study seeks to understand how chatbots could

potentially impact the learning experience, assessing aspects such as
student engagement, efficiency in learning, and overall academic
performance. The findings aim to offer valuable insights and strategic
recommendations to educational stakeholders on optimising chatbot
integration in learning environments.

1.3 Research Questions (Do Trang)

To provide insight into the factors that influence students' decisions to
use chatbots, this study will use the following research questions:
● What are the factors affecting the use of Chatbots in education
among students today?
● What are the recommendations for using Chatbots in education
today?

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1.4 Contributions (Dao Trang)
● Theoretical contributions:
This research on the factors that determine FPT University students'
intention to use chatbots for educational purposes has several theoretical
contributions to this field. First, the results of this research will provide a deeper
understanding of the factors that influence the intention to use chatbots for
educational purposes at FPT University, which can then be extended to students
in Vietnam. Second, this study aims to contribute to the ongoing discussion on the
current state of knowledge on Chatbot applications and the challenges of
transforming education in the digital age.
● Managerial contributions:
First, the findings of this study can provide direction for developers,
service providers, and educators in developing and using a variety of chatbots in
educational environments based on factors affecting students' intention to use
chatbots. Furthermore, this study highlights the importance of addressing
student concerns related to perceived usefulness, enjoyment, and trust to
increase adoption and use of chatbots in the educational environment.

This research provides theoretical and managerial contributions by expanding

our understanding of the factors that determine students' intention to use
chatbots for educational purposes. The findings of this study can inform both
academic research and practical applications in the field of education.

1.5 Research structure (Do Trang)

To answer these research questions, the remainder of this paper is
organized as follows. The second section presents theoretical background and
the development of the hypotheses about Chatbots and its use in education,
and the third section discusses the applied method. The fourth section presents
the results and discussion. The fifth section presents the implications and
concludes the research.

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II. HYPOTHESIS DEVELOPMENT

2.1. Performance expectancy (Do Trang)

Perceived usefulness (PE) is defined in various ways. Davis et al. (1980) defined PE
as a person's conviction that employing a particular system will improve their output
at work. PE, also known as Perceived utility, which measures how much students
think chatbot technology may help them with multiple benefits by improving their
learning performance through interaction, learning activities, feedback, and
learning outcomes (AI-Abdullatif, 2023). PE is a critical factor in predicting the
adoption and application of chatbots in the classroom.

Chatbots' advanced language processing algorithms can effectively address

students' diverse needs. Learners can be individually tailored to receive feedback
and support tailored to their specific challenges and personal educational goals
(Foroughi, 2023). Moreover, Annamalai et al. (2023) argue that using chatbots in
learning allows students, especially introverts or those with high self-esteem, to feel
more comfortable working on their assignments. They can actively engage without
feeling embarrassed. Positive and enjoyable experiences with chatbots will urge
students to engage with them more frequently. (Abdullatif, 2023).

Furthermore, Foroughi et al. (2023) and Almahri et al. (2020) also confirmed the
relationship that performance expectancy (PE) has a favourable impact on the
desire to utilise chatbots for educational purposes of university students.
Accordingly, we propose the following hypothesis:

H1: Performance expectancy (PE) positive impact on the intention to use

chatbots for educational purposes of university students.

Task 2
H1: Performance expectancy positively impacts intention to use chatbot for
education in students.

No Study Objective of the Hypothesis Sample

6
 study size

1 Determinants of Investigated H1. Performance 406

Intention to Use determinants of expectancy
ChatGPT for intention to use positively influences
Educational ChatGPT for IU ChatGPT.
Purposes: Findings educational
from PLS-SEM and purposes.
fsQCA

2 Understanding Investigate the H1. Performance 431

Student Acceptance factors Expectancy (PE) has
and Use of Chatbots that may hinder or a positive effect on
in the United facilitate the university students’
Kingdom acceptance and behavioural intention
Universities: A usage of to use chatbots
Structural Equation chatbots by
Modelling Approach university students in
higher education
institutions

2.2. Effort expectancy (Ngoc Yen)

Effort expectancy refers to the ease of interacting with a chatbot that positively
influences the user's intention to use it (Lee & Park, 2019). Al-Abdullatif (2023)
found that when students expect minimal effort in terms of ease, simplicity, and
flexible learning of chatbots when interacting, they will tend to express their
intention to use them more in their education (Al-Abdullatif, 2023). Based on the
foundational principles of technology acceptance models such as the Technology
Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of
Technology (UTAUT), the hypothesis asserts that the perceptions of users'

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expectations of effort significantly shape their propensity to adopt and use
technology (Cooper, 2015). When users can work with a new technology easily and
proactively, chatbots will be used more in work and study. Therefore, Xiaoyue Ma &
Yudi Huo (2023) expect that as the expected effort involved in using a chatbot
decreases, the user's intention to interact with it will increase proportionally (Ma &
Huo, 2023). Chatbots with user-friendly interfaces, clear instructions, intuitive
interaction flows, and simplified learning processes will gradually replace other
search methods available on the Internet (Shawar & Atwell, 2007). Besides, the
ease of using chatbots creates favourable conditions for students to apply
technology more frequently across different fields of study in the future.
Accordingly, we propose the following hypothesis:

H2: Effort expectancy positively impacts on the intention to use chatbots for
educational purposes of university students.
Task2
H2: Effort expectancy positively impacts on the intention to use chatbots for
educational purposes of university students.

No Study Objective of the Hypothesis Sample

study size

1 Predicting Adoption This study aims to H3: Effort 449

Intention of Artificial explore the adoption expectancy (EE) has
Intelligence- A Study intention of ChatGPT a positive effect on
on ChatGPT among Business Behavioural Intention
Professionals in to Use of ChatGpt
Bangladesh among
professionals.

2 Understanding This study was H2: Effort 431

Student Acceptance aimed at Expectancy has a
and Use of Chatbots investigating the positive effect on
in the UK factors that affect university students’

8
 Universities: A university students’ behavioural intention
Structural Equation intention to use to use chatbots.
Modelling Approach chatbots at a UK
University using the
UTAUT2 model.

2.3. Social influence (Dao Trang)

Social influence, defined as the main factor influencing individuals' behavioral
intentions in adopting new technology based on their perception of important
others who they believe should use it (Venkatesh et al., 2003). Students are more
likely to use Chatbots in learning environments if they perceive other important
individuals such as colleagues, teachers, friends, mentors, and parents are
supporting and encouraging them to use it. This is because individuals tend to value,
pay attention to social norms, and others' opinions when making decisions about
adopting a new technology. This is particularly important in the initial stages of
technology adoption where users are unfamiliar with how to use it, not accustomed
to the new system and rely on their social network for guidance (Adapa et al., 2018).
Additionally, positive social influences from those around them can help individuals
overcome any barriers or doubts they may have about using chatbots in education.
Research in various fields, including mobile learning platforms (Nikolopoulou et al.,
2020) and e-learning (Samsudeen and Mohamed, 2019), has consistently shown
the significant impact of social influence on users' behavioral intentions in adopting
a specific technology or not. Terblanche and Kidd (2022) showed that there is a
positive relationship between social influence and intention to use chatbots. At the
same time, Strzelecki (2023) also confirmed that social influence factors have a
positive influence on individuals' use of chatbots. Accordingly, we propose the
following hypothesis:
H3: Social influence positively impacts students' behavioral intentions in
applying chatbots in education.

Task 2:

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H3: Social influence positively impacts students' behavioral intentions in applying
chatbots in education.

No Study Objective of the Hypothesis Sample

study size

1 To use or not to use The purpose of this H3: Social 534

ChatGPT in higher study is to develop influence has
education? A study a model to examine direct and
of students’ the factors that significant impact
acceptance and influence the on Behavioral
use of technology adoption and use of intention
ChatGPT by
students in the
university
environment.

2 Adoption Factors With this research, H3: Social 226

and Moderating the purpose is to influence
Effects of Age and determine the significantly
Gender That effects of age, affects individual
Influence the gender and other intention to use a
Intention to Use a factors affecting goal-attainment
Non-Directive the decision to use coaching chatbot.
Reflective chatbots.
Coaching Chatbot

2.4. Habit (Dat)

Habit (HT) is understood in diverse contexts, reflecting its multifaceted nature and
significance in shaping behaviours. Limayem et al. (2007) defined Habit is the term
used to describe the degree to which a person's use of a specific piece of
technology is automatic or embedded as a regular behaviour. HT, also known as
recurring actions directed at a specific job or action (Gardner and Lally, 2022).

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Foroughi et al. (2023) argue that students who have already used chatbots
habitually are not required to change their behaviour significantly because chatbots
are available on all technological devices and are easy to use. Using chatbots as a
habit is also a motivation that drives the intention to use chatbots (Rahim et al.,
2022). Strzelecki (2023) suggested that the best indicator of a behavioural
intention to utilise chatbots is habit. Rahim et al. (2022) and Strzelecki (2023)
further discussed the connection between habit and the desire to employ chatbots..
Research has demonstrated that students' intentions to utilise chatbots for learning
are positively impacted by habit. Accordingly, we put out the following theory:

H4: Habit influences intention to use Chatbot for education in students.

Task 2:
H4: Habit influences intention to use Chatbot for education in students.

No Study Objective of the Hypothesis Sample

study size

1 Determinants of Investigated H6. Habit 406

Intention to Use determinants of positively
ChatGPT for intention to use influences IU
Educational ChatGPT for ChatGPT.
Purposes: Findings educational
from PLS-SEM and purposes.
fsQCA

2 To use or not to use Examined the H7: Habit has 534

ChatGPT in higher predictors of direct and
education? A study adoption and use of significant impact
of students’ ChatGPT among on Behavioural
acceptance and higher education intention
use of technology students.

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2.5. Hedonic motivation (Ngoc Anh)

In the research paper "Determinants of Intention to Use Chatbot for Educational

Purposes: Findings", one of the proposed hypotheses is Hypothesis hedonic
motivation. In particular, the independent variable is defined as the hedonic
motivating factor, that is, the fun and excitement that Chatbot brings to users for
educational purposes (Tiwari et al., 2023). Usefulness, social presence and
legitimacy of the tool, as well as enjoyment and motivation, contribute to a
favorable attitude toward using this tool in a learning environment. Accordingly, it
can be explained that when users feel interested in using Chatbot for educational
purposes, they will tend to use it more (Skjuve et al., 2023). The relationship
between the dependent variable (intention to use Chatbot for educational
purposes) and the independent variable (hedonic motivation) can be argued as
follows: If users feel interested when using Chatbot in education, they will be more
inclined to want to use it for educational purposes. Several other studies have also
demonstrated a similar relationship. For example, a study by Davis (1989) on the
Technology Acceptance Model (TAM) showed that enjoyment and interest in
technology is one of the important factors for intention to use (Silva & Patrícia,
2015). Another study by Venkatesh and Davis (2000) also found a positive
relationship between enjoyment and intention to use technology. Based on previous
studies and in the context of this paper, we propose the following hypothesis:

H5: Hedonic motivation positively impacts intention to use chatbots for

educational purposes.

Task 2
H5: Hedonic motivation positively impacts intention to use chatbots for educational
purposes.

No Study Objective of the Hypothesis Sample

study size

12
1 Use of ChatGPT at Explore the H5: Hedonic 400
University as a Tool acceptance of Motivation
for Complex ChatGPT by
Thinking: Students' university students.
Perceived
Usefulness

2 Determinants of Investigated H5: Hedonic 406

Intention to Use determinants of motivation
ChatGPT for intention to use positively
Educational ChatGPT for influences
Purposes: Findings educational IUChatGPT
from PLS-SEM and purposes.
fsQCA

● The proposed hypotheses are depicted in the following figure.

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III. METHODOLOGY
This study employs quantitative approach through a survey method. The
measurement for independent and dependent variables are presented in the
following table.

3.1. Table of measurements

Construct Items Translated into Source Student

Vietnamese name
Determinant I look forward to Tôi mong muốn (adapted from Group 3
Intention to using chatbots in được sử dụng Al-Abdullatif,
use my learning. chatbot trong quá 2023)
Chatbots for trình học tập của
education mình.
I plan to use Tôi lên kế hoạch để (adapted from
Chatbots in my sử dụng Chatbots Abdullah et al.,
studies in the cho việc giáo dục 2016)
future. trong tương lai

14
 I support the Tôi ủng hộ việc áp (adapted from
adoption of dụng Chatbot Abdullah et al.,
chatbots in trong giáo dục đại 2016)
higher học.
education.
I think using Tôi nghĩ việc sử (adapted from
chatbots will dụng chatbot sẽ Al-Abdullatif,
increase my nâng cao khả năng 2023)
future learning. học tập trong
tương lai của tôi.
I will use a Tôi sẽ sử dụng (adapted from
Rahim et al.,
chatbot in chatbot để giải
2022)
solving problems quyết các vấn đề
related to my liên quan đến vấn
academic query. đề học tập của
mình.
Performance Using Chatbots Sử dụng Chatbots (adapted from Đỗ Thu Trang
expectancy would allow me sẽ cho phép tôi Abdullah et al.,
to accomplish hoàn thành nhiệm 2016)
learning tasks vụ được giao một
more quickly. cách nhanh chóng
hơn
Using a Chatbot Sử dụng Chatbots (adapted from
increases my sẽ cải thiện hiệu Al-Abdullatif,
chances of suất học tập của 2023)
achieving high tôi
performance.
Using a Chatbot Sử dụng Chatbot (adapted from
increases my giúp tăng cơ hội Rahim et al.,
chances of nhận được những 2022)
achieving thông tin quan
academic-relate trọng liên quan đến
d information

15
 that is important học thuật đối với
to me. tôi.
Using Chatbots Sử dụng Chatbots (adapted from
would make sẽ làm việc học dễ Abdullah et al.,
learning easier. dàng hơn 2016)
Using Chatbots Sử dụng Chatbots (adapted from
would enhance sẽ nâng cao hiệu Abdullah et al.,
my effectiveness quả trong học tập 2016)
in learning. của tôi
Effort Learning how to Học cách sử dụng (adapted from Phạm Thị
expectancy use chatbots is chatbot rất dễ Rahim et al., Ngọc Yến
easy and dàng và thiết thực. 2022)
practical.
My interaction Sự tương tác của (adapted from
with chatbots is tôi với chatbot rất Nikolopoulou et
clear and simple. rõ ràng và đơn al., 2021)
giản.
I find chatbots Tôi thấy một (adapted from
easy to use for chatbot dễ sử Nikolopoulou et
my learning. dụng cho việc học al., 2021)
của mình.
It is easy for me Tôi có thể dễ dàng (adapted from
to become thành thạo việc sử Nikolopoulou et
skillful at using dụng chatbot. al., 2021)
chatbots.
Social People who are Những người quan (adapted from Đào Thị Thu
influence important to me trọng với tôi nghĩ Terblanche and Trang
think that I rằng tôi nên sử Kidd, 2022)
should use dụng chatbot cho
chatbots for mục đích giáo dục.
education.

16
 I think using Tôi nghĩ việc sử (adapted from
chatbots for dụng chatbot cho Terblanche and
education is the giáo dục là xu Kidd, 2022)
current trend. hướng hiện nay.
I know other Tôi biết những (adapted from
people who use người khác cũng sử Mohd Rahim et
chatbots for dụng chatbot cho al., 2022)
education. mục đích giáo dục.
I would use a Tôi sẽ sử dụng (adapted from
chatbot because chatbot vì một Mohd Rahim et
a proportion of phần lớn bạn bè al., 2022)
my friends use a của tôi cũng sử
chatbots dụng chatbot.
Habit I often use Tôi thường xuyên (adapt from Vũ Tấn Đạt
chatbots. sử dụng Chatbots. Farooq et al.,
2017)
I am used to Tôi đã quen với (adapt from
using chatbots. việc sử dụng Farooq et al.,
chatbots. 2017)
The use of Việc sử dụng (adapt from
chatbots is a chatbots đối với Farooq et al.,
habit for me. tôi đã là thói quen. 2017)
A chatbot will be Chatbot sẽ là lựa (adapt from
my first option chọn đầu tiên của Mohd Rahimet
whenever I have tôi mỗi khi tôi có al., 2022).
an enquiry or thắc mắc hoặc tìm
seek information kiếm thông tin liên
regarding quan đến vấn đề
academic học tập.
matters
Hedonic Using Chatbots Có sự vui vẻ khi tôi (adapt from Mai Ngọc
motivation in my research is sử dụng Chatbots Nikolopoulou et Anh
fun. al., 2021)

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 trong việc nghiên
cứu.
Using Chatbots Thật thuận tiện khi (adapt from
in my research is tôi sử dụng Nikolopoulou et
convenient. Chatbots trong al.,2021)
nghiên cứu.
Using Chatbots Sử dụng Chatbots (adapt from
in my research is trong nghiên cứu Nikolopoulou et
very interesting. của tôi rất thú vị. al., 2021)
I think that using Tôi nghĩ việc sử (adapt from
the chatbot dụng chatbot sẽ Venkatesh et al.,

would be very rất giải trí 2012).

entertaining

The study uses a 5-point Likert scale. The survey is distributed using Google form
and here is the link of your questionnaire.

Link of your questionnair by Google form

3.2. Results and discussion

Performance expectancy (Do Trang)

This research has shown that the positive impact of performance expectations on
FPT university students' intention to use Chatbots in education. Surveys on the
impact of performance expectations on intention to use Chatbots have also been
shown to have a positive impact in some previous studies such as Foroughi et al.
(2023) and Almahri et al. (2020). Chatbots' complex processing algorithms help
students personalize the learning process to suit their learning goals and desires.
Chatbots can understand what students want and offer the best choices that best
suit their requirements. Using Chatbots as a learning tool makes students feel like
they can complete their tasks more quickly and their productivity also increases
significantly. Students also have the opportunity to get more information when using
Chatbots as a search engine for information related to academic content instead of

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just using conventional search methods. Improving performance expectations
through using Chatbots as support tools in educational tasks will boost the intention
to use them more frequently. It is recommended to continue research on natural
interaction and artificial intelligence to improve the understanding and response
capabilities of chatbots, thereby creating a better interactive experience for
students.

Effort expectancy (Ngoc Yen)

The results of the current study showed that effort expectancy was verified to have
a significant influence on intention to use chatbots. This result is similar to the study
conducted by Foroughi et al. (2023) and Nikolopoulou et al. (2021), whereby users
believe that chatbots are easy to use, easy to understand, and that they can use
them fluently. It can be inferred that when users can easily get chatbots to answer
their questions, it will help users get things done faster. Ease of use makes chatbots
a more attractive tool, lowering the barriers to their adoption as an educational
support tool. Furthermore, the ease of using chatbots can reduce cognitive load,
allowing students to focus their mental energy on learning the material instead of
fiddling with technology. This reduction in cognitive load can lead to more effective
learning experiences and improved learning outcomes. The simplicity of a chatbot's
interface can greatly contribute to its effectiveness. Chatbots have the ability to
enhance learning efficiency and facilitate improved comprehension and retention of
course material by providing a user-friendly interface. The user-friendly design and
minimal time and effort required to master the chatbot have contributed to its
success as an educational tool.

Social influence (Dao Trang)

The results of the analysis show that social influence is having a positive influence
on the use of chatbots in educational environments. Experimental results of
Terblanche and Kidd (2022), Strzelecki (2023) also show that social influence is an
important factor affecting students' behavioral intentions when using chatbots. This
could point to the fact that chatbot technology is becoming popular globally and it
is having a positive impact in various professions and their use is gradually being
accepted by everyone. If the social environment is positive and supportive of the use
of new technology such as chatbots, students will feel more encouraged and

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interested in applying technology to learning, thereby taking advantage of the
benefits that chatbots bring. These findings contribute important implications for
schools and educational centers that are using or considering using chatbots to
improve learning quality. To increase students' intention to use chatbots, schools
need to focus on education and raise awareness about technology applications in
education. In addition, it is necessary to establish training programs and instructions
for disseminating information on how to use chatbots effectively, conveniently and
safely in learning. At the same time, creating policies and activities that promote the
creation and development of chatbots will also help increase students' intention to
use them in the future.

Habit (Dat)
Habits have a favorable influence and impact on the application of chatbots in the
field of education. Student chatbot usage was found to be strongly predictive of
habit, and as the technology becomes more widely used, students will be more likely
and more likely to want to use it to assist students. customer support. Many research
articles also agree and accept that "habits" have a great influence and positive
impact on the use of chatbots in teaching (Osei et al., 2022).

Therefore, it is necessary to create opportunities for consumers to interact and use

chatbots more often to improve the development of usage patterns. In addition, it is
also possible to use techniques such as marketing, regular announcements or
community interaction to form the habit of using chatbots. In addition, to increase
the reliability of chatbots, we need technological advances to improve content.
From there, users will get into the habit of using it more frequently, more steadily,
and benefiting from a reliable chatbot. On the other hand, it is necessary to provide
more utility and support features by proposing to combine utility and support
functions into chatbots to bring sustainable and long-term value to users.

Hedonic motivation (Ngoc Anh)

The results of the investigation show that the intention to use chatbots in learning
environments is positively impacted by hedonic motivation. The findings of research
conducted by Oluwajana et al. (2019) and Rahim et al. (2022) support the notion

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that hedonic motivation has a significant impact on IU Chatbots. This outcome
emphasizes how crucial fun and a satisfying user experience are in encouraging the
use of Chatbots for education. It implies that when students enjoy interacting with
Chatbots, they are more inclined to use it for instructional purposes. Conversations
with computer-assisted systems are frequently conducted differently than those
with humans, and a number of chatbots have been created with a lighthearted
attitude and humorous dialogues with users in mind (Folstad & Brandtzaeg, 2020).

Because students may find these exchanges entertaining and engaging, this feature
of chatbot design may help students interact with chatbots more hedonistically.
When students use chatbots for entertainment, engagement, and enjoyment, these
positive emotional reactions may support their use of IU Chatbots for instructional
purposes. Suggest improvements to chatbot interface design to optimize user
experience, including the use of images, colors, and interactive forms to create a
more engaging and enjoyable experience for young students. In addition, it is
proposed to develop more diverse and attractive entertainment features in chatbots
such as games, videos or stories to increase joy and excitement for users in the
learning process.

3.3. Conclusion (Group3)

In a context where technology is increasingly advanced and closely linked to each

person's life, using Chatbots for support is gradually becoming more familiar. Today
almost every field can apply and expect artificial intelligence to increase efficiency
and help reduce costs. Using Chatbots in learning can bring many benefits to
students in different ways. Recently there has been an increase in the use of
Chatbots in the field of education for many different purposes.

In conclusion, this study aims to investigate factors that influence FPT University
students' intention to use chatbots for educational purposes. Through a thorough
examination of various independent variables, including performance expectations,
effort expectations, social influences, habits, and enjoyment motivation, important
insights were obtained. collect about their relationship with the dependent variable,
intention to use chatbot. The findings highlight the multifaceted nature of these

21
determinants and their overall impact in shaping students' intentions towards using
chatbots in education.

First, research shows that performance expectations play an important role in

influencing students' intention to use chatbots. When students perceive chatbots as
effective tools to enhance their learning outcomes, they will be more inclined to use
them, emphasizing the importance of ensuring that chatbots deliver functionalities
and Educational benefits as expected.

Similarly, effort expectancy emerged as another important determinant influencing

the intention to use chatbots. Students are more likely to express their intention to
use chatbots when they perceive them to be easy to use and require little effort,
emphasizing the importance of designing user-friendly interfaces and intuitive
interactions to facilitate the application of chatbots in educational environments.

Furthermore, social influence is found to have a notable impact on students'

intention to use chatbots. Peer recommendations, instructor endorsements, and
social norms significantly influence students' attitudes and intentions toward
chatbots, highlighting the importance of social factors in shaping students'
technology adoption behavior.

In addition, the study also emphasizes the role of habits and enjoyment motivation in
promoting students' intention to use chatbots. Habitual usage and enjoyment
derived from interacting with chatbots positively contribute to student intentions,
suggesting the potential for habit formation and hedonic experiences that promote
sustained engagement with a learning environment supported by chatbots.

In summary, this study provides valuable insights into the determinants that
influence FPT University students' intention to use chatbots for educational
purposes, and also provides implications for educators. educators and developers in
designing and implementing effective chatbot systems that serve the needs and
preferences of students, ultimately enhancing the quality of their education.
experience and results.

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