Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics

The appearance of Artificial Intelligence implementations, such as text-based virtual assistants (chatbots) in education is relatively new. These implementations can be useful for helping teachers and students to solve both educational questions routine tasks. This paper examines the factors that explain teachers’ acceptance chatbots through dimensions Technology Acceptance Model (perceived usefulness perceived ease use), its conversational design (use social language proactiveness), age digital skills. data collection process included a pre-test an online survey with four different types chatbots. We analyse 225 responses primary secondary teachers. results show easiness leads greater As chatbots’ features, formal by chatbot higher intention using them. help communication decisions, improving community.