Investigating the use of chatbot in open and distance learning support services: A mixed method research

The main aim of this study is to examine the usage intentions and satisfaction levels of learners regarding the artificial intelligence-supported chatbot used in open and distance learning support services within the context of the revised Unified Theory of Acceptance and Use of Technology model 2 (UTAUT-2) using structural equation modelling. The participants of the study are learners who have used the artificial intelligence-supported chatbot in the open education system at least once. In the study, within the framework of mixed method, an explanatory sequential design was employed. Quantitative data were collected from 474 participants through the UTAUT-2 scale, personal innovativeness scale, and online learner support service satisfaction scale. In the qualitative phase of the study, semi-structured interviews were conducted with 14 participants. The findings of the study revealed that performance expectancy, habit, personal innovativeness, and satisfaction significantly affected students' usage behavior of the artificial intelligence-supported chatbot. Additionally, it was found that performance expectancy, effort expectancy, habit, hedonic motivation, and brand value significantly influenced learners' satisfaction with the artificial intelligence-supported chatbot. Furthermore, satisfaction was found to play a mediating role in the effects of performance expectancy, hedonic motivation, and habit on behavioral intention. In the study, learner opinions were gathered through semi-structured interviews, and six main themes were identified through content analysis. The findings indicate that the accessibility of the chatbot is high, its use is easy, and it is generally satisfying. Additionally, participants expressed the expectation that the chatbot should provide more human-like responses and that its integration with the university's digital systems should be increased. Moreover, it was emphasized that due to the rule-based structure of the chatbot, some questions were not adequately understood, and the responses provided were insufficient, highlighting an area for improvement. The research findings are consistent with the results of previous studies in this context. The research findings were discussed, and various suggestions for future research were provided in light of these findings and conclusions. Keywords: Open and distance learning, Distance education, Support services, Chatbots, Open education