https://orcid.org/0000-0002-5269-5380
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Abstract
The rapid emergence of Generative Artificial Intelligence (GAI) heralds a significant shift, opening new frontiers in how education is delivered. This groundbreaking wave of technological advancement is poised to redefine traditional learning, promising to enhance the educational landscape with unprecedented levels of personalized learning and accessibility. Despite GAI’s progressive infiltration into various educational strata, limited empirical research exists on its impact on students’ learning performance. Drawing on the Theory of Planned Behavior (TPB) and Behavioral Reasoning Theory (BRT), this study investigates the determinants affecting students’ use of ChatGPT and its influence on learning performance. The data were collected from 357 university students and were analyzed using the PLS-SEM technique. The results supported the role of ChatGPT in positively affecting students’ learning performance. In addition, the results showed that reasons for and against adoption are pivotal in shaping students’ attitudes. ChatGPT use is found to be significantly affected by attitudes, subjective norms, and perceived behavioral control. Besides the theoretical contributions, the findings offer various implications for stakeholders and underscore the necessity for educational institutions to foster a conducive environment for GAI adoption, addressing ethical and technical concerns to optimize learning experiences.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
The data presented in this study are available on request from the authors.
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Notes on contributors
Noor Al-Qaysi
Noor Al-Qaysi is a PhD holder in Information Technology Education, currently working as a research fellow at Universiti Tenaga Nasional and Al-Ayen University. She has published more than 15 research articles in top-leading journals. Her research interests include human–computer interaction and educational technology.
Mostafa Al-Emran
Mostafa Al-Emran is an Assistant Professor at The British University in Dubai. He is among the top 2% scientists in the world, according to the reports published by Stanford University between October 2020 and 2023. He has over 145 publications, including journal articles, books, conferences, book chapters, and editorials.
Mohammed A. Al-Sharafi
Mohammed A. Al-Sharafi is a PhD holder in Information Systems, currently working at the Department of Informatics at Universiti Tenaga Nasional. His current research explores the impacts of emerging technologies on socio-economic and environmental sustainability, and he is proficient in applying Quantitative Methods in IS research.
Mohammad Iranmanesh
Mohammad Iranmanesh is an Associate Professor attached to the La Trobe Business School, La Trobe University. He has published more than 100 articles in a range of leading academic journals. Mohammad was named in the Top 40 Australia’s early achievers (Rising Stars) of 2020.
Azhana Ahmad
Azhana Ahmad, BSc in Computer Science (1998, Universiti Malaya), earned her master’s in information technology (2002) and PhD in ICT (2023) from Universiti Tenaga Nasional, where she is currently a Senior Lecturer at the Computing Department. Her research spans software agents, requirement engineering, and software engineering principles.
Moamin A. Mahmoud
Moamin A. Mahmoud is currently the Deputy Dean (Research & Innovation) at Universiti Tenaga Nasional, specializing in AI-powered applications. He published over 100 articles and mentored numerous graduates. Demonstrating strong leadership, he has been instrumental in securing research grants, making notable contributions to high-impact journals, and filing patents in technology.