#221: Student Perceptions of Generative AI Chatbots in Computing Education: A Technology Acceptance Lens

As generative artificial intelligence (GenAI) becomes increasingly embedded in educational settings, understanding students’ acceptance of such tools is critical. Grounded in the Technology Acceptance Model (TAM), this study investigates secondary students’ perceptions of MyBotBuddy, a customized GenAI programming chatbot designed to scaffold learning. 49 computing students aged 15 to 16 completed a programming task before and after interacting with the chatbot and responded to an open-ended survey. Although quantitative results showed no statistically significant improvement in programming scores following the intervention, qualitative findings revealed generally positive perceptions. Students valued clarity, structured explanations, scaffolding support, and convenience. Perceived usefulness was shaped primarily by reliability, academic benefits, and system capability, while perceived ease of use was influenced by response clarity and the effort required to interact with the system. The findings highlight output quality, adaptability, response speed, and accuracy as central to educational chatbot acceptance. This study translates TAM constructs into practical design implications for GenAI tools in K–12 computing education.