To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology

ABSTRACT

ChatGPT is an AI tool that assisted in writing, learning, solving assessments and could do so in a conversational way. The purpose of the study was to develop a model that examined the predictors of adoption and use of ChatGPT among higher education students. The proposed model was based on a previous theory of technology adoption. Seven predictors were selected to build a model that predicted the behavioral intention and use behavior of ChatGPT. The partial-least squares method of structural equation modeling was used for data analysis. The model was found to be reliable and valid, and the results were based on a self-reported data of 534 students from a Polish state university. Nine out of ten proposed hypotheses were confirmed by the results. Habit was found to be the best predictor of behavioral intention, followed by performance expectancy and hedonic motivation. The dominant determinant of use behavior was behavioral intention, followed by personal innovativeness. The research highlighted the need for further examination of how AI tools could be adopted in learning and teaching.

KEYWORDS:

• ChatGPT
• higher education
• technology acceptance

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Additional information

Notes on contributors

Artur Strzelecki

Artur Strzelecki is associate professor at the Informatics Department, University of Economics in Katowice, Poland. In 2013 he has received his Ph.D. from the University of Economics in Katowice in management. In 2021 he has received his D.Sc. from the University of Economics in Katowice in management and quality sciences. His research centers in search engines, e-commerce, higher education and social media.