Students in secondary mathematics report high acceptance of the domain-specific AI chatbot ADA across all Technology Acceptance Model dimensions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Ninth-grade students using ADA reported favorable perceived ease of use, usefulness, attitudes toward use, and perceived competence, with mean scores exceeding 3.0 on the 4-point scale. → Cilia Ricarda Rücker 2025

Evidence¶

Cilia Ricarda Rücker 2025¶

Cilia Ricarda Rücker, Sebastian Becker-Genschow. (2025). Enhancing enthusiasm for STEM education with AI: Domain-specific chatbot as personalized learning assistant. Computers and Education Open. https://doi.org/10.1016/j.caeo.2025.100315

q2 · i? · causal · r2

Descriptive post-intervention analysis within the experimental group (n = 102) of the cluster-randomized study, using four TAM constructs on 4-point Likert scales. All four means exceeded 3.0, with "perceived ease of use (M = 3.44, SD=0.83)" the highest-rated dimension; no inferential test was reported for these descriptives.

"Students reported favorable assessments of ADA’s perceived ease of use (M = 3.44, SD=0.83), perceived usefulness (M 3.03, SD=0.81), attitudes toward use (M = 3.01, SD 0.85), and perceived competence (M 3.09, SD=0.83)."

Discussion¶

Related Claims¶

• ADA produces directional but non-significant trends toward more positive-activating and less negative-deactivating emotions versus conventional materials — related
• Using the AI chatbot ADA significantly enhances ninth-graders' situational interest in mathematics compared with conventional differentiation materials — related
• Learning performance improved over time and differed by group, but ADA showed no significant group-by-time interaction advantage over conventional materials — related
• Low- and intermediate-proficiency students report higher perceived usefulness, ease of use, and satisfaction for AI-assisted English tools than high-proficiency students — related
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns — related
• ADA use shows a modest non-significant tendency toward increased intrinsic and extrinsic cognitive load, contrary to prior chatbot research — related
• Chatbot-based instruction enhanced secondary students' learning experience by enabling self-paced study with less stress, time savings, and maintained motivation — related
• Learners in fully online courses reported positive perceived usefulness and perceived ease of use of both a goal-setting chatbot and a learning buddy chatbot — related
• AI applications in STEM education foster positive affective perception, including attitude, interest, and motivation — a broader claim this one bears on
• Students in the mathematics and data science course rated acceptance of the AI tool higher on average than students in the biology course — related
• Role design improves learners' perceived usefulness and ease of use of GAI, but moderately increases collaborative cognitive load — related
• Engagement in data practices is associated with both cognitive and non-cognitive learning outcomes — related