FORECASTING THE PROCESS OF PERCEPTION AND MOTIVATION OF TEACHERS' USE OF EDUCATIONAL CHATBOTS IN THE LEARNING PROCESS

Pankova T. N., Gerasimova O. Yu., Mikhailova O. P., Yalaeva N. V., Fedortsova S. S.

currently, there has been a rather limited research on the factors influencing teachers' usage of educational chatbots directly in the class or used for homework, so this paper attempts to analyse the framework of the Technology Acceptance Model/TAM, which is mainly characterized by the simplicity of usage, cognizable usability and perception, by including subjective evaluation and trust in the model, and to explore how these elements influence teachers' intention to adopt educational chatbots The results revealed that the simplicity of usage and perceived usability enhance the interaction effect and contribute to the development of attitudes towards the feasibility of educational chatbots, and in turn, the build-up of positive perceptions leads to an increase in the intention to implement them. While perceived usability has a positive effect on the intention to use chatbots, no correlation was found between ease of usage and propensity to implement. Additionally, teachers' subjective evaluation and trust in educational chatbots were identified to be beneficial factors mainly determining the intention to use educational chatbots. Our study suggests that not only technical but also pedagogical characteristics of chatbots should be considered when developing educational chatbots.

Keywords:artificial intelligence tools, methodology, modern education, intelligent technologies, assessment of the educational process