Examining students' attitudes and intentions towards using ChatGPT in higher education

IF 8.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2025-03-21 DOI:10.1111/bjet.13582

Muhammad Zia Ul Haq, Guangming Cao, Rawan Mazen Yousef Abukhait

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引用次数: 0

Abstract

The release of ChatGPT has sparked an immense academic debate regarding its potential advantages and drawbacks for students. Despite its significance, there is a lack of empirical research on students' attitudes and behavioural intentions towards the utilization of ChatGPT. To fill this gap, we employed the integrated AI acceptance-avoidance model (IAAAM) and used partial least squares structural equation modelling to test the research model by collecting data from 287 university students in the UAE. Our key findings indicate that factors such as performance expectancy and effort expectancy positively influence students' attitudes towards ChatGPT. Additionally, personal development concerns demonstrate a negative association with attitudes and intentions to use ChatGPT, while perceived threat demonstrates a non-significant negative association with both. The findings of this research contribute to the emerging body of literature on ChatGPT's usage both conceptually and empirically. It also offers practical insights for future technology developers, emphasizing the significance of adopting a balanced approach that carefully considers both the benefits and potential drawbacks linked to the utilization of ChatGPT.

Practitioner notes

What is already known about this topic

ChatGPT represents a significant advancement in natural language processing and has gained immense popularity since its launch, with rapid acceptance and adoption across various sectors.
In higher education, ChatGPT has seen substantial use among university students and teachers.
Previous studies have predominantly focused on investigating the attitudes and behavioural intentions of managers in organizational contexts and academic staff towards technology use in universities.

What this paper adds

This study addresses an empirical gap by focusing on students' behavioural intentions towards employing ChatGPT, offering a student-centric perspective.
It draws upon established technology acceptance literature and employs the integrated AI acceptance-avoidance model (IAAAM) to explore factors shaping students' attitudes and intentions regarding ChatGPT utilization.
By adopting a “net valence approach”, the study considers both positive and negative factors associated with ChatGPT use in higher education.
The findings provide valuable insights for educators, students, and policymakers by presenting a balanced and holistic understanding of the multifaceted factors influencing students' attitudes and behavioural intentions.

Implications for practice and/or policy

Educators can leverage the findings to better understand students' perspectives and design educational strategies that effectively integrate ChatGPT into learning processes.
Students can utilize the insights to make informed decisions about incorporating ChatGPT into their academic activities.
Policymakers can consider the implications of ChatGPT adoption in higher education and develop guidelines and regulations to ensure its responsible and ethical use.

Abstract Image

查看原文本刊更多论文

调查学生在高等教育中使用ChatGPT的态度和意图

ChatGPT的发布引发了一场关于其对学生的潜在优点和缺点的巨大学术辩论。尽管具有重要意义，但缺乏对学生使用ChatGPT的态度和行为意图的实证研究。为了填补这一空白，我们采用了综合人工智能接受-回避模型（IAAAM），并通过收集阿联酋287名大学生的数据，使用偏最小二乘结构方程模型来测试研究模型。我们的主要研究结果表明，成绩期望和努力期望等因素对学生对ChatGPT的态度有积极的影响。此外，个人发展关注与使用ChatGPT的态度和意图呈负相关，而感知威胁与两者呈非显著负相关。这项研究的发现为ChatGPT在概念上和经验上的使用提供了新的文献。它还为未来的技术开发人员提供了实际的见解，强调了采用一种平衡的方法的重要性，这种方法要仔细考虑与使用ChatGPT相关的好处和潜在的缺点。ChatGPT代表了自然语言处理领域的重大进步，自推出以来获得了巨大的普及，在各个领域得到了迅速的接受和采用。在高等教育中，ChatGPT在大学生和教师中得到了广泛的应用。以前的研究主要集中在调查组织环境中的管理人员和学术人员对大学技术使用的态度和行为意图。本研究通过关注学生对使用ChatGPT的行为意图，提供以学生为中心的视角，解决了经验上的差距。它借鉴了已有的技术接受文献，并采用集成的人工智能接受-回避模型（IAAAM）来探索影响学生对ChatGPT使用态度和意图的因素。通过采用“净价法”，该研究考虑了与高等教育中ChatGPT使用相关的积极因素和消极因素。研究结果通过对影响学生态度和行为意图的多方面因素进行平衡和全面的理解，为教育工作者、学生和政策制定者提供了有价值的见解。对实践和/或政策的启示教育工作者可以利用这些发现来更好地理解学生的观点，并设计有效地将ChatGPT融入学习过程的教育策略。学生可以利用这些见解来做出明智的决定，将ChatGPT纳入他们的学术活动中。决策者可以考虑在高等教育中采用ChatGPT的影响，并制定指导方针和法规，以确保其负责任和合乎道德的使用。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.