Factors Influencing the Acceptance of ChatGPT in High Education: An Integrated Model With PLS-SEM and fsQCA Approach

Y. Zhao · Yan Li · Haodong Chang · Bo Liu

65 citations0/0 files storedSAGE Open

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

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

Abstract

The swift incorporation of artificial intelligence (AI) into higher education has significantly propelled the digital transformation of education. This advancement is crucial for educators aiming to augment teaching quality through AI technologies, such as ChatGPT. However, the acceptance of ChatGPT among college students remains underexplored. This paper aims to clarify the determinants influencing college students’ acceptance of ChatGPT and to facilitate its widespread adoption in higher education. To achieve this, we integrate the Technology Readiness Index (TRI), Technology Acceptance Model (TAM), and Theory of Planned Behavior (TPB) to develop a novel research framework. Employing a mixed-method approach that includes PLS-SEM and fsQCA, we analyze data from 298 Chinese college students. Our findings indicate that discomfort and insecurity adversely affect Perceived Ease of Use (PEU) and Perceived Usefulness (PU) in the context of ChatGPT adoption. Additionally, both PEU and PU positively impact attitudes, which, in conjunction with Subjective Norms (SN) and Perceived Behavioral Control (PBC), bolster the intention to accept ChatGPT. Insights from fsQCA reveal that the acceptance of ChatGPT among students is not driven by a singular factor but by an amalgamation of these elements, underscoring the complex nature of technology adoption. The paper concludes with practical recommendations for educators and designers to refine curriculum design and teaching methodologies, boost student engagement and learning efficacy, and promote the broader adoption of educational technology.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 65 citations exist upstream.

References

1991The theory of planned behavior 2003Common method biases in behavioral research: A critical review of the literature and recommended remedies.1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2012Principles and Practice of Structural Equation Modeling 2014A new criterion for assessing discriminant validity in variance-based structural equation modeling 2018When to use and how to report the results of PLS-SEM 1985From Intentions to Actions: A Theory of Planned Behavior 1979A Paradigm for Developing Better Measures of Marketing Constructs

Cited by

2025Who is most likely to accept AI chatbots? A sequential explanatory mixed-methods study of personality and ChatGPT acceptance for language learning 2025AI Adoption and Educational Effectiveness in Emerging Higher Education Institutions: The Moderating Role of Digital Literacy and Institutional Support 2025Mindfulness and AI adoption: extending the technology acceptance model for Chinese media students 2025How teachers’ digital literacy influences the intention to use AI teaching tools: an empirical study based on an integrated model

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.