AI CHATBOTS AS LEARNING COMPANIONS: A CONSUMER BEHAVIOUR PERSPECTIVE ON STUDENT ADOPTION IN HIGHER EDUCATION

Abstract

This study examines student adoption of AI chatbots in higher education from a consumer behaviour perspective. As AI chatbots increasingly function as digital learning companions, students’ intention to adopt them depends not only on technological features but also on psychological and contextual factors. Drawing on the Stimulus–Organism–Response (SOR) framework, this study investigates how perceived accuracy, perceived usefulness, perceived responsiveness, and perceived personalization influence adoption intention through trust and self-efficacy. The study also examines the moderating role of the learning environment in strengthening the relationship between psychological states and adoption intention. Data collected from 632 higher education students were analysed using Structural Equation Modelling. The findings show that perceived usefulness is the most consistent predictor of trust and self-efficacy, while trust and self-efficacy significantly influence adoption intention. Perceived responsiveness and personalization showed selective effects, whereas perceived accuracy did not significantly influence trust or self-efficacy in the direct model. The results further indicate that a supportive learning environment strengthens the relationship between psychological readiness and adoption intention. The results further indicate that a supportive learning environment strengthens the effect of psychological readiness on adoption intention. The study contributes to consumer behaviour and educational technology literature by showing that AI chatbot adoption is shaped by the interaction of system perceptions, psychological mechanisms, and contextual support.