Amer Fatma Gomaa Mohamed, Alanazi Majed Awad, Shaban Mostafa, Abdelgawad Mohamed Ezzelregal, Mohammed Huda Hamdy, Hassan Sahar, Atrous Masouda Hassan, Ibrahim Safaa Sayed Mustafa, Hashem Mohamed Amal, Sabek Elsayed Mahmoud
Faculty of Nursing, Ain Shams University, Cairo, Egypt.
College of Nursing, Jouf University, Sakaka, Al Jouf, Saudi Arabia.
Int Nurs Rev. 2025 Sep;72(3):e70056. doi: 10.1111/inr.70056.
This study aims to assess the relationship between artificial intelligence (AI) chatbot usage on the academic performance of nursing students, focusing on the mediating roles of technophobia and technophilia.
A cross-national, correlational design was utilized to explore the relationships among AI chatbot usage, technophobia, technophilia, digital competence, and academic performance among nursing students.
The study involved 550 nursing students from Egypt, Iraq, and Saudi Arabia. Data were collected via an online survey using the Technophobia Technophilia Questionnaire (TTQ) and the Students' Digital Competence Scale (SDiCoS). Multiple regression and mediation analyses were conducted to examine the direct and indirect effects of AI chatbot usage on academic performance, mediated by technophobia and technophilia.
AI chatbot usage positively correlated with academic performance (β = 0.30, p < 0.001). Technophobia negatively affected academic performance (β = -0.12, p < 0.001), while technophilia positively influenced it (β = 0.11, p = 0.001). Both technophobia and technophilia significantly mediated the relationship between AI chatbot usage and academic performance.
AI chatbots can be significantly associated with academic outcomes in nursing education. However, the benefits are mediated by students' attitudes toward technology, with technophobia hindering and technophilia facilitating educational success.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Understanding the mediating effects of technophobia and technophilia can help educators tailor AI integration strategies in nursing curricula to optimize educational outcomes and prepare students for technologically advanced healthcare environments.
This research highlights the importance of addressing psychological factors when implementing AI tools in education. While the study includes students from three different countries, they share similar regional, linguistic, and educational contexts. Thus, findings should be interpreted with caution regarding broader cultural generalizations. Further research in more diverse contexts is needed.
本研究旨在评估人工智能（AI）聊天机器人的使用与护理专业学生学业成绩之间的关系，重点关注技术恐惧和技术喜爱的中介作用。
采用跨国相关性设计，以探讨护理专业学生中人工智能聊天机器人的使用、技术恐惧、技术喜爱、数字能力和学业成绩之间的关系。
该研究涉及来自埃及、伊拉克和沙特阿拉伯的550名护理专业学生。通过在线调查，使用技术恐惧技术喜爱问卷（TTQ）和学生数字能力量表（SDiCoS）收集数据。进行多元回归和中介分析，以检验人工智能聊天机器人的使用通过技术恐惧和技术喜爱对学业成绩产生的直接和间接影响。
人工智能聊天机器人的使用与学业成绩呈正相关（β = 0.30，p < 0.001）。技术恐惧对学业成绩有负面影响（β = -0.12，p < 0.001），而技术喜爱对学业成绩有正面影响（β = 0.11，p = 0.001）。技术恐惧和技术喜爱均显著中介了人工智能聊天机器人的使用与学业成绩之间的关系。
在护理教育中，人工智能聊天机器人可与学业成果显著相关。然而，其益处受学生对技术的态度介导，技术恐惧阻碍教育成功，技术喜爱促进教育成功。
对专业和/或患者护理的启示：了解技术恐惧和技术喜爱的中介作用有助于教育工作者在护理课程中调整人工智能整合策略，以优化教育成果，并使学生为技术先进的医疗环境做好准备。
本研究强调了在教育中实施人工智能工具时考虑心理因素的重要性。虽然该研究包括来自三个不同国家的学生，但他们具有相似的区域、语言和教育背景。因此，对于更广泛的文化概括，研究结果应谨慎解读。需要在更多样化的背景下进行进一步研究。
