Social influence and information quality on Generative AI use among business students

Abstract

Despite the increasing utilisation of generative artificial intelligence (AI) in educational settings, its influence on shaping students’ behaviour remains relatively under-researched. This study employs PLS-SEM to explore the relationships between social influence, information quality, and behavioural intentions regarding ChatGPT usage among business students. Drawing from data collected from 477 business students, the study unveils that both social influence and information quality significantly impact behavioural intentions. Moreover, information quality strengthens the influence of social influence on behavioural intentions. The multigroup analysis reveals that the effects of social influence and information quality on behavioural intentions differ between females and males. However, the moderating effect of information quality does not differ significantly between them. Furthermore, the effects observed in all hypothesised relationships do not differ significantly between first-year and second-year students. By empirically validating the proposed model for behavioural intentions regarding ChatGPT usage and identifying statistical differences among males and females, as well as between first-year and second-year students, this study contributes to filling existing knowledge gaps. Furthermore, the study offers potential avenues for future research and serves as a valuable resource for academics, professionals, and policymakers interested in understanding students' engagement with generative AI.