Leveraging Conversational AI for Time Management: Insights From Higher Education Student Perceptions

Effective time management is essential for academic success in higher education, particularly as students navigate increasingly complex and autonomous learning environments. However, many students continue to struggle with goal-setting, scheduling, and task prioritization, which can hinder academic performance and well-being. While conversational AI tools like chatbots have gained prominence in educational contexts, their application in supporting students’ time management remains underexplored. This study aimed to investigate higher education students’ perceptions of a conversational AI chatbot as a tool for time management. A quantitative survey design incorporating both descriptive and inferential statistics was employed, involving 187 ESL foundation students from a university in Malaysia. The instrument consisted of ten items adapted from established models, including TAM, UTAUT, and SUS, organized into three constructs: perceived ease of use, perceived usefulness, and behavioral intention. Construct validity and reliability were confirmed prior to analysis. Results indicated high agreement on the chatbot’s usefulness and ease of use, particularly in organizing tasks and saving time, though behavioral intention to use it regularly was comparatively moderate. Furthermore, inferential analysis confirmed that perceived ease of use and usefulness significantly predicted students’ behavioral intention. These findings suggest that while students recognize the benefits of AI for productivity, ongoing support and integration are needed to promote sustained use. The study contributes to the growing discourse on AI in education and highlights the perceived educational value of conversational agents as supportive tools for student organization and digital readiness.