Determinants of ChatGPT adoption among students in higher education: The moderating effect of trust

Author Identifier

Madugoda Gunaratnege Senali: https://orcid.org/0000-0002-6772-4826

Document Type

Journal Article

Publication Title

Electronic Library

Publisher

Emerald

School

School of Business and Law

RAS ID

75951

Comments

Foroughi, B., Iranmanesh, M., Ghobakhloo, M., Senali, M. G., Annamalai, N., Naghmeh-Abbaspour, B., & Rejeb, A. (2024). Determinants of ChatGPT adoption among students in higher education: the moderating effect of trust. The Electronic Library. Advance online publication. https://doi.org/10.1108/EL-12-2023-0293

Abstract

Purpose: ChatGPT is a cutting-edge chatbot powered by artificial intelligence that could revolutionise and advance the teaching and learning process. Drawing on the technology acceptance model (TAM) and information system (IS) success model, this study aims to investigate determinants of students’ intention to use ChatGPT for education purposes. Design/methodology/approach: The partial least squares technique was used to analyse 406 usable data collected from university students in Malaysia. Findings: The results confirmed the relationships between perceived usefulness (PU), perceived ease of use (PEU), attitude and intention to use proposed by TAM. PU and PEU are influenced by system quality. Surprisingly, trust in information moderates negatively the influences of PEU and PU on attitude. Practical implications: The findings provide insight for higher education institutions, unit instructors and ChatGPT developers on what may promote the use of ChatGPT in higher education. Originality/value: The study contributes to the literature by exploring the determinants of ChatGPT adoption, extending the TAM model by incorporating IS success factors and assessing the moderating effect of trust in information.

DOI

10.1108/EL-12-2023-0293

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