Me and my AI bot: An SEM-MEREC-VIKOR analysis of the “aiholic” phenomenon and university students’ dependence on generative AI chatbots

“AIholic” refers to the excessive reliance on artificial intelligence (AI) systems, where users depend on these systems not only for practical support, such as information searching, problem-solving, and task completion, but also for reassurance, validation, and emotional comfort. In higher education, Generative AI chatbots have become widely used in universities because they provide students with instant, personalized, and continuous academic support, not only practical support such as information searching, problem-solving, and task completion but also emotional support such as reassurance and validation. However, this rapid use has also raised concerns about students’ growing dependence on these tools. Based on self-determination theory and compulsive behavior theory, this study examines how situational triggers and psychological needs, namely, competence, relatedness, and autonomy, are associated with students’ actual dependency level on generative AI chatbots and their inability to reduce use. The study also examines the moderating role of risk perception in these relationships. Data collected from 787 university students in Iraq and Oman were analyzed using structural equation modeling. In addition, the MEREC method was used to determine the objective weights of the main criteria, while the VIKOR method was applied to compare the weighted determinants across the two national contexts. The findings indicate that psychological needs, especially competence and autonomy, and contextual triggers are important factors in explaining chatbot dependency. Students use chatbots not only for academic support but also for reassurance, connection, and self-directed learning. Furthermore, the results from using the multi-criteria decision-making approaches reveal contextual differences between the two countries. Risk perception received the highest weight in Oman, whereas triggers received the highest weight in Iraq. This study explains AI dependency as a psychological and behavioral phenomenon and provides practical insights for the responsible use of generative AI tools in higher education.