From the Consumers’ Side: Determining Students’ Perception and Intention to Use ChatGPT in Ghanaian Higher Education
Emmanuel Mensah Bonsu, Daniel Baffour-Koduah
Abstract
Abstract The advent and development of technologies such as artificial intelligence have created benefits and challenges for educational stakeholders. Artificial intelligence, such as OpenAI’s Chat Generative Pre-trained Transformer (ChatGPT), has brought new benefits, challenges and pressures for higher educational institutions. There are relatively few reports of how students perceive and intend to use ChatGPT. Taking cognizance of these, the research explored students’ perceptions and intentions to use ChatGPT in their higher education. Guided by two hypotheses and a mixed-method approach, the analysis revealed no statistical relationship between perception and intention to use ChatGPT. Despite this statistical relationship, the study reported students’ positive perceptions towards ChatGPT, and intentions to use ChatGPT and advocated its adoption in education. Based on these findings, the study offers implications for educational practices and further research.