AI evidence extraction

What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT

Chandan Kumar Tiwari, Mohd Abass Bhat, Shagufta Tariq Khan, R. Subramaniam, M. A. Khan · Interactive Technology and Smart Education · 2023

AI-generated evidence extraction, verified across multiple analytical personas. Not a substitute for the peer-reviewed original.

5/10

Relevance

1/4

Quality (LMQS)

Evidence

289

Citations

46.81

FWCI

Top 10%

Impact

This is an AI analysis. Read the peer-reviewed original at the publisher: https://doi.org/10.1108/itse-04-2023-0061

Methodology & findings

Study design

Cross-sectional survey with partial least squares structural equation modeling (PLS-SEM) analysis of 375 student responses testing a technology acceptance model adapted for ChatGPT adoption in educational contexts..

Sample

N = 375, 1 group

Primary method

Partial least squares structural equation modeling (PLS-SEM) was employed to test the empirical model. Specific software packages, threshold values (p-values, R-squared), and coefficient magnitudes are not detailed in the abstract.

Main result

The study revealed that "students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment." However, "perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students."

Reports effect sizes.

Research paradigm

Positivist/Quantitative

Author conclusions

The authors conclude that "this research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots."

Risk of bias

Selection bias: Self-selected student survey respondents may differ from non-respondents in their attitudes toward ChatGPT; Temporal bias: Cross-sectional design cannot establish causality or temporal precedence; Potential common method bias: All data collected via single survey method; Lack of control group or comparison condition; self-selection bias (voluntary survey respondents); social desirability bias (students reporting positive attitudes toward AI); temporal limitations (snapshot at single time point); geographic/institutional bias (study population characteristics not fully specified); Selection bias: Survey respondents may be self-selected students with greater interest in or experience with ChatGPT; Response bias: Students' self-reported attitudes and usage intentions may not reflect actual behavior; Temporal bias: Cross-sectional design cannot establish causation or temporal relationships; Potential confounders: Academic discipline, technology background, and prior AI experience not controlled

Open questions raised

The authors identify that "the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education." Additionally, they note that "due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted."
The authors identify that "the literature lacks research on the adoption of ChatGPT by students for educational purposes" and note that "due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted."
The authors identify that "Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted" and note that "the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education."

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