Küçükergin, Kemal GürkanEsiyok, ElifGokcearslan, SahinEşiyok, ElifKucukergin, Kemal GurkanTourism ManagementPublic Relations and Advertising2024-07-052024-07-05202411044-73181532-759010.1080/10447318.2024.23035572-s2.0-85183033786https://doi.org/10.1080/10447318.2024.2303557https://hdl.handle.net/20.500.14411/2350Küçükergin, Kemal Gürkan/0000-0003-3761-4340; Gökçearslan, Şahin/0000-0003-3532-4251; Esiyok, Elif/0000-0001-9486-7067For long now, the use of Artificial Intelligence (AI) chatbots in higher education to support and engage learners in classroom learning activities has been attracting the attention of researchers. The acceptance of this technology for learning purposes is indicative of learners' intentions and actual use in the future. Hence, this study aims to test the educational use of AI chatbots in the context of self-directed learning with technology (SDLT) along with information and communication technology (ICT) self-efficacy, using the extended Technology Acceptance Model (TAM). The study involved 414 undergraduate students, and the research model was tested by utilizing the Partial Least Square Structural Equation Model (PLS-SEM). The results indicate that ICT self-efficacy affects only the perceived ease of use (PEU), whereas PEU and perceived usefulness have a positive effect on the intention to use AI chatbots. Moreover, SDLT is shown to affect both the intention and the actual use of AI chatbots. As such, it is suggested - among other notes - that universities update their curricula and activities to support SDLT, and also organize activities in order to increase ICT self-efficacy among students.eninfo:eu-repo/semantics/closedAccessAI chatbotICT self-efficacytechnology acceptance modelundergraduate studentsself-directed learning with technologyArticleQ1Q1WOS:001147025200001