Exploring the factors affecting ChatGPT acceptance among university students
Supianto, Retno Widyaningrum, Fitri Wulandari, M. Zainudin, Arina Athiyallah, Miftahir Rizqa
Abstract
The integration of artificial intelligence (AI) technology, particularly ChatGPT, into higher education settings is becoming increasingly prevalent. However, there remains a gap in understanding the factors that shape students' acceptance and utilization of ChatGPT. This study seeks to address this gap by investigating these factors and offering insights to enhance the adoption of ChatGPT in higher education. Data for this research was gathered through a questionnaire adapted from the UTAUT model, and analyzed using Structural Equation Modeling (SEM). The findings reveal significant relationships between variables such as Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions with Behavioral Intention and User Behavior concerning ChatGPT. These results underscore the importance of higher education institutions in formulating strategies for AI technology integration, with a focus on psychosocial factors influencing student acceptance and usage. Moving forward, future research could delve deeper into contextual factors that may impact the adoption of AI technologies in higher education, thus providing further insights into this evolving field.