To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology

Artur Strzelecki

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Technology Adoption and User Behaviour Artificial Intelligence in Education AI in Service Interactions

Abstract

ChatGPT is an AI tool that assisted in writing, learning, solving assessments and could do so in a conversational way. The purpose of the study was to develop a model that examined the predictors of adoption and use of ChatGPT among higher education students. The proposed model was based on a previous theory of technology adoption. Seven predictors were selected to build a model that predicted the behavioral intention and use behavior of ChatGPT. The partial-least squares method of structural equation modeling was used for data analysis. The model was found to be reliable and valid, and the results were based on a self-reported data of 534 students from a Polish state university. Nine out of ten proposed hypotheses were confirmed by the results. Habit was found to be the best predictor of behavioral intention, followed by performance expectancy and hedonic motivation. The dominant determinant of use behavior was behavioral intention, followed by personal innovativeness. The research highlighted the need for further examination of how AI tools could be adopted in learning and teaching.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1991The theory of planned behavior 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2003User Acceptance of Information Technology: Toward A Unified View1 2014A new criterion for assessing discriminant validity in variance-based structural equation modeling 1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research 2011PLS-SEM: Indeed a Silver Bullet 2015A primer on partial least squares structural equation modeling (PLS-SEM)

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