A Proposed Model of Learners' Acceptance and Trust of Pedagogical Conversational AI

Conversational AI (C-AI), like OpenAI's ChatGPT [38] or Google's Gemini [1], has seen a surge in development in recent years, driven by advancements in large language models. C-AI has the unique capability to instantaneously communicate with others using vast and contextual knowledge, providing personalized assistance tailored to individual needs. While the specific applications and advantages of conversational technologies are still being explored, prior research has noted the potential for conversational agents to serve in pedagogical settings, such as teaching agents, collaborative partners, or motivational tools [13,30]. The successful development and implementation of pedagogical C-AI relies on an understanding of learners' perceptions, trust, and overall acceptance of C-AI. There is a need for a comprehensive understanding of the factors influencing learners' trust and acceptance of this emerging technology.