Investigating the Adoption of Chatbot Services in Education Sector: The Moderating Role of Societal Resistance

Abstract

Artificial intelligence is increasingly being used to handle tasks that once depended on human intelligence. Among its many applications, chatbots have gained particular attention which communicate with users in natural language to provide information and support. It helps raise student involvement, learning results and educational efficiency. The present study focused on determining the adoption factors of chatbot system for use in the education sector, based on behavioral intention using dual factor theory. A questionnaire was used to collect 259 valid responses that were analyzed using PLS-SEM. The dual-factor perspective (enablers vs inhibitors) guided variable selection: Information Quality and Digital Literacy were included as facilitators, while Complexity and Technology Anxiety were treated as inhibitors. Behavioral intention has a positive effect on perceived education service quality. The interaction between societal resistance and behavioral intention was statistically significant. Implications for policymakers, educational managers, and system designers are provided.