JMIR Publications

ABSTRACT

Background:

AI-powered chatbots (AI-PCs) are increasingly integrated into educational settings, including healthcare disciplines. Despite their potential to enhance learning, limited research has investigated physiotherapy students’ (PTSs) acceptance of this technology.

Objective:

This study aims to assess undergraduate PTSs’ acceptance of AI-PCs and to identify personal, academic, and technological factors influencing their acceptance.

Methods:

A cross-sectional survey was conducted across seven physiotherapy programs in five countries. Eligible participants were national undergraduate PTSs. Technology Acceptance Model (TAM)-based questionnaire was used for capturing perceived usefulness (PU), perceived ease of use (PEU), attitude (A), behavioral intention (BI), and actual behavioral use (ABU) of AI-PCs. Influence of personal, academic, and technological factors were examined. Descriptive and inferential statistics were conducted.

Results:

A total of 1066 PTSs participated. TAM Overall score was 3.59 (out of 5), indicating moderate acceptance. High acceptance was reported by 35.2% of students, while 60.9% reported moderate acceptance. Prior experience with AI- tools emerged as the strongest predictor of acceptance (β=0.43, P= 0.0001). University affiliation was also a significant predictor. CGPA% and current utilization showed significant correlation/ association with PTSs’ acceptance but were not significant predictors. Either age, gender, or academic level showed any significant correlation/ association with acceptance. Significant differences in TAM scores and construct means were observed across universities.

Conclusions:

Physiotherapy students demonstrated moderate acceptance of AI-PCs. Prior technological experience was the strongest predictor, underscoring the importance of early exposure to AI tools. Educational institutions should consider integrating AI technologies to enhance students' familiarity and foster positive attitudes toward their use.