Nowadays, many digital learning tools can be integrated into a course to enhance the teaching–learning process. It is a fact that technology is changing how students learn and how professors teach. The growing utilization of AI chatbots in education to support students' learning underscores the importance of identifying critical aspects related to students' acceptance of this technology. Teachers require a deeper understanding of how students perceive and respond to chatbot assistance, as well as methods to measure levels of satisfaction, engagement, and knowledge acquired while using these technological tools. The aim of this study was, on the one hand, to illustrate the integration of a chatbot into a course to assist students in solving specific learning activities. On the other hand, it aimed to analyze the correlation between the factors influencing university students' intention to use chatbots and their perceived usefulness. It is noteworthy that the learning activity integrated two technologies: an Integrated Development Environment and a chatbot, offering additional educational value to students. The Technology Acceptance Model was used to measure the students' perceived usefulness and attitude toward this digital learning tool. The findings of this study provided insights to faculty on how to integrate and use chatbots to enhance students' engagement and motivation. The results revealed that the perceived usefulness of chatbots does, in fact, influence students' intention to use them. Most of the students expressed satisfaction with having a chatbot to assist them in solving exercises. Students highlighted that one of the most significant benefits was the 24/7 chatbot's support availability and its user‐friendly interface.