Performance matters: students’ perceptions of Artificial Intelligence Coach adoption factors

ABSTRACT

The rise of AI coaching could significantly reduce cost and increase the scale of coaching, however for AI coaching to succeed it is important to understand factors that promote or inhibit adoption. Students are a particular population who may benefit from coaching but cannot afford a human coach. This qualitative study investigated the perceptions of university students on factors that could influence their use of an AI chatbot coach. Students (n = 11) used an AI coach for 12 weeks as part of weekly group coaching workshops. They were subsequently interviewed and AI coach experience analysed deductively using the Unified Theory of Acceptance and Use of Technology framework. Findings reveal that students' positive attitude and performance expectations played an important role in their chatbot engagement. Students perceived the AI coach as accessible, easy to use, intelligent and quick to respond. They perceived the AI coach to pose minimal threat and would use it more if their friends did. The technology platform and information about accessing the AI coach was also deemed important. These findings are significant in helping creators of AI coaching technology and educational institutions, who purchase such services, to understand which aspects influence students' decision to use an AI coach.

KEYWORDS:

• Artificial intelligence
• AI
• coaching
• students
• technology adoption

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nicky Terblanche

Nicky Terblanche is head of programme of the MPhil Coaching and senior lecturer and research supervisor on the MBA and PhD programmes at the University of Stellenbosch Business School (USB), South Africa. His academic interests include leadership coaching and information system. He also runs an executive and leadership coaching practice. He has an MPhil in Management Coaching, MScEng in electronic engineering and a PhD in Business Management. His research interests include artificial intelligence and machine learning in coaching and management, transformative learning and coaching, Social Network Analysis and complexity theory. He has published in a number of international academic journals and regularly presents at international conferences. He is also the creator or the artificial intelligence Coach Vici (www.coachvici.com) and Coach Vidi (www.coachvidi.com).

E-mail: [email protected]

LinkedIn: https://za.linkedin.com/in/dr-nicky-terblanche-phd-b004177

Research: https://www.researchgate.net/profile/Nicky_Terblanche

Joanna Molyn

Dr Joanna Molyn a senior lecturer in the International Centre for Coaching & Mentoring Studies (ICCaMs) at Oxford Brookes University in Oxford, United Kingdom, where she teaches and supervises doctoral and MA students in Coaching & Mentoring programmes. She is also a professional coach and facilitator and an academic researcher with a background in City finance and in leadership training.

Kevin Williams

Kevin Williams is a senior lecturer in the Business School at the University of Greenwich in London, United Kingdom, where he teaches and supervises students in Management Consultancy. He is also a professionally qualified international accountant, an academic researcher and was a founder of a FTSE 100 UK Company.

Jeanette Maritz

Jeanette Maritz is a Full Professor in the Department of Health Studies at the University of South Africa and a Professor Extraordinary at the University of Stellenbosch, South Africa. She is a qualified business and life coach, an Appreciative Inquiry - and a Neurolinguistic practitioner. Jeanette explores postgraduate supervision and professional development from the margins for both faculty and students through different lenses and geographical contexts. She also assists practitioner coaches to explore research as a vehicle to strengthen evidence-based coaching practices. Her publications are in health and wellness, coaching and higher education dynamics.