From technological perceptions to educational value in AI chatbot adoption among graduate students

Garro Aburto L.L.; Chavez Diaz J.M.; Clemente Castillo C.D.P.; Sanchez Atuncar G.; Sanchez Sandoval S.P. · Social Sciences and Humanities Open (2026) · DOI: 10.1016/j.ssaho.2026.103677

Resumen

The use of AI chatbots in higher education has expanded rapidly, although gaps remain regarding the mechanisms associated with their adoption among graduate students. This study analyzes AI-chatbot adoption through a structural model that integrates technological factors, perceptions, and perceived educational outcomes. A quantitative, non-experimental, cross-sectional study was conducted with 331 graduate students, and the data were analyzed using PLS-SEM. The results showed that technological and trust-related factors were positively associated with students' perceptions of chatbots, while these perceptions were associated with both perceived educational outcomes and adoption. In turn, perceived educational outcomes showed the strongest association with adoption and partially mediated the relationship between the perception factor and adoption. These findings suggest that AI-chatbot adoption in graduate education is not explained only by technological acceptance, but is also associated with students’ perceived educational value, expressed as satisfaction and perceived learning benefits. The study provides empirical evidence for understanding AI-chatbot adoption in advanced education contexts and offers implications for pedagogical design, responsible use, and institutional governance of generative AI tools.

Instituciones: Universidad Científica del Sur; Universidad César Vallejo