AI chatbots have the potential to facilitate students’ academic progress and enhance knowledge accessibility in higher education, yet learners’ attitudes toward these technologies vary amid AI-driven disruptions, with factors influencing acceptance remaining debated. The current study constructs an integrated model based on Technology Acceptance Model 3 (TAM3), an extension of the original TAM, incorporating factors including Self-Efficacy, Perceived Enjoyment, Anxiety, Perceived Ease of Use, Perceived Usefulness, Output Quality, Social Influence, and Behavioral Intention, to explore determinants and mechanisms influencing learners’ acceptance of AI chatbots. This addresses key challenges in AI-augmented learning, such as personalization benefits versus risks like information inaccuracy and ethical concerns. Results from the questionnaire survey analysis with 265 valid responses reveal significant relationships: (1) self-efficacy significantly predicts perceived ease of use; (2) both perceived enjoyment and perceived ease of use positively influence perceived usefulness; and (3) self-efficacy, perceived usefulness, and social influence collectively exert significant effects on behavioral intention. Measurement invariance tests further indicate significant differences in acceptance between undergraduate and graduate students, suggesting academic level moderates behavioral intentions. Findings offer principled guidance for designing inclusive AI tools that mitigate accessibility barriers and promote equitable adoption in educational environments.