Description
Artificial Intelligence's pervasive influence stretches across various sectors, notably education, wherein ChatGPT, an advanced large language model, is disrupting norms by providing personalized learning and rapid outcomes. Despite its positive impact, there are concerns about students exploiting it to circumvent traditional learning and engage in ethically questionable activities in higher education. With this study we aim to investigate ChatGPT's utilization among students, focusing on identifying the underlying factors influencing its use. Employing a quantitative approach, the research adopts a modified version of the Technology Acceptance Model 3 (TAM3) to assess how determinants like Information Accessibility and Perceived Enjoyment influence the perceived usefulness and ease of use of ChatGPT. Survey data from 142 student respondents was analysed using partial least squares structural equation modelling (PLS-SEM). The results highlight the critical roles of perceived usefulness and perceived ease of use as primary drivers of actual system usage, mediated through students’ behavioural intentions. Notably, perceived usefulness emerges as the most influential factor, suggesting that students are drawn to ChatGPT for its critical functionality more than its ease of use. We conclude that Task relevance emerged as the most crucial determinant of perceived usefulness suggesting further that ChatGPT’ s functional, task-oriented aspect primarily drives student usage.| Period | 22 Jun 2024 |
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| Event title | 11th International Symposium on Multinational Business Management - Digital Intelligence, Corporate Transformation, and Strategic Human Resources Management |
| Event type | Conference |
| Conference number | 11 |
| Location | Nanjing, ChinaShow on map |
| Degree of Recognition | International |