Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students
Abstract Background Human papillomavirus (HPV) is one of the most common sexually transmitted infections worldwide. However, its coverage in nursing curricula is often limited. Chatbots offer a novel approach to enhance digital health education, yet their acceptance among nursing students remains un...
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| Format: | Article |
| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Nursing |
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| Online Access: | https://doi.org/10.1186/s12912-025-03620-w |
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| author | Ching-Yi Lai Wei-Sho Ho |
| author_facet | Ching-Yi Lai Wei-Sho Ho |
| author_sort | Ching-Yi Lai |
| collection | DOAJ |
| description | Abstract Background Human papillomavirus (HPV) is one of the most common sexually transmitted infections worldwide. However, its coverage in nursing curricula is often limited. Chatbots offer a novel approach to enhance digital health education, yet their acceptance among nursing students remains underexplored. Objective This study examined nursing students’ acceptance and use of an HPV prevention chatbot, based on the Technology Acceptance Model (TAM). Methods A cross-sectional study was conducted with 210 nursing students in central Taiwan. Participants engaged with a LINE-based chatbot that included thematic modules, an HPV knowledge assessment, and an expert Q&A. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, and linear regression. Open-ended feedback was also analyzed. Results Perceived ease of use significantly predicted perceived usefulness (β = 0.859, p < 0.001). Both predicted attitude (R² = 82.2%), which, along with usefulness, predicted behavioral intention (R² = 90.8%). Behavioral intention strongly predicted actual use (β = 0.933, p < 0.001, R² = 87.1%). Age, prior chatbot experience, and number of sexual partners significantly influenced perceived usefulness and perceived ease of use. Conclusion The chatbot was well accepted and effectively improved HPV-related knowledge. Results support integrating chatbot technology into nursing education to enhance engagement and learning in sexual health topics. |
| format | Article |
| id | doaj-art-873376e45d4e478793ec3755e7dc1272 |
| institution | Kabale University |
| issn | 1472-6955 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj-art-873376e45d4e478793ec3755e7dc12722025-08-20T04:01:53ZengBMCBMC Nursing1472-69552025-07-0124111210.1186/s12912-025-03620-wApplying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing studentsChing-Yi Lai0Wei-Sho Ho1Department of Nursing, Central Taiwan University of Science and TechnologyDepartment of Industrial Education and Technology, National Changhua University of EducationAbstract Background Human papillomavirus (HPV) is one of the most common sexually transmitted infections worldwide. However, its coverage in nursing curricula is often limited. Chatbots offer a novel approach to enhance digital health education, yet their acceptance among nursing students remains underexplored. Objective This study examined nursing students’ acceptance and use of an HPV prevention chatbot, based on the Technology Acceptance Model (TAM). Methods A cross-sectional study was conducted with 210 nursing students in central Taiwan. Participants engaged with a LINE-based chatbot that included thematic modules, an HPV knowledge assessment, and an expert Q&A. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, and linear regression. Open-ended feedback was also analyzed. Results Perceived ease of use significantly predicted perceived usefulness (β = 0.859, p < 0.001). Both predicted attitude (R² = 82.2%), which, along with usefulness, predicted behavioral intention (R² = 90.8%). Behavioral intention strongly predicted actual use (β = 0.933, p < 0.001, R² = 87.1%). Age, prior chatbot experience, and number of sexual partners significantly influenced perceived usefulness and perceived ease of use. Conclusion The chatbot was well accepted and effectively improved HPV-related knowledge. Results support integrating chatbot technology into nursing education to enhance engagement and learning in sexual health topics.https://doi.org/10.1186/s12912-025-03620-wHuman papillomavirusHPVCollege studentsChatbotTechnology acceptance modelTAM |
| spellingShingle | Ching-Yi Lai Wei-Sho Ho Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students BMC Nursing Human papillomavirus HPV College students Chatbot Technology acceptance model TAM |
| title | Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students |
| title_full | Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students |
| title_fullStr | Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students |
| title_full_unstemmed | Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students |
| title_short | Applying the technology acceptance model to examine factors influencing chatbot use in HPV prevention education among nursing students |
| title_sort | applying the technology acceptance model to examine factors influencing chatbot use in hpv prevention education among nursing students |
| topic | Human papillomavirus HPV College students Chatbot Technology acceptance model TAM |
| url | https://doi.org/10.1186/s12912-025-03620-w |
| work_keys_str_mv | AT chingyilai applyingthetechnologyacceptancemodeltoexaminefactorsinfluencingchatbotuseinhpvpreventioneducationamongnursingstudents AT weishoho applyingthetechnologyacceptancemodeltoexaminefactorsinfluencingchatbotuseinhpvpreventioneducationamongnursingstudents |