기술수용모형을 적용한 학습용 챗봇 사용의도와 영향요인 간 구조적 관계 분석

This study was intended to facilitate the effective use and the expansion of research on chatbots for learning by analyzing the relationships among the influential factors in the case of using chatbots for teaching Korean language to elementary school students. Based on the Technology Acceptance Model, the perceived usefulness and the perceived ease of use were included as parameters that influence the intention to continue use. Interest, effectiveness, immersion, personification, and innovation on chatbots were established as independent variables. As a result of analyzing the responses of a total of 294 parents and teachers from the B company in the field of education by using the PLS method, it was found that interest and effectiveness had significant effects on perceived usefulness, and anthropomorphism and innovation were related to both hypotheses to perceived usefulness and ease. All hypotheses related to immersion were rejected, with further qualitative data analysis showing that the chatbot’s mechanical and unnatural voice processing could interfere with immersion. In multiple group analysis, the differences in opinions between the teachers and the parent groups were revealed. Finally both the perceived ease of use and the perceived usefulness had effects on the intention of continuous use. This suggests that the interactive learning method based on artificial intelligence called chatbot could lead to continuous use in learning when developed on the premise of ease and usefulness, and further technical sophistication including voice processing is required.