{"title":"在高等教育中发现学生使用 ChatGPT 的持续意向：两种理论的故事","authors":"Christine Nya-Ling Tan, Mcxin Tee, Kian Yeik Koay","doi":"10.1108/aeds-04-2024-0096","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study investigates the factors affecting university students’ intentions to continuously use ChatGPT by integrating the UTAUT3 (Unified Theory of Acceptance and Use of Technology) and ISS (Information Systems Success) theories.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>By using self-reported questionnaires, 388 usable data from university students in Malaysia were analysed using partial least squares structural equation modelling.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results indicate that hedonic motivation, habit, and facilitating conditions significantly impact students’ continuous intentions to utilise ChatGPT. Furthermore, system quality, information quality, service quality, and conversational quality significantly influence students’ ChatGPT satisfaction. Crucially, satisfaction is a critical factor in continuous intention to utilise ChatGPT.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This research integrates UTAUT3 and ISS theories to understand factors influencing university students’ satisfaction with continuous intentions to use ChatGPT, filling the gap in previous studies that have focused on these theories separately.</p><!--/ Abstract__block -->","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":"2015 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Discovering students' continuous intentions to use ChatGPT in higher education: a tale of two theories\",\"authors\":\"Christine Nya-Ling Tan, Mcxin Tee, Kian Yeik Koay\",\"doi\":\"10.1108/aeds-04-2024-0096\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>This study investigates the factors affecting university students’ intentions to continuously use ChatGPT by integrating the UTAUT3 (Unified Theory of Acceptance and Use of Technology) and ISS (Information Systems Success) theories.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>By using self-reported questionnaires, 388 usable data from university students in Malaysia were analysed using partial least squares structural equation modelling.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The results indicate that hedonic motivation, habit, and facilitating conditions significantly impact students’ continuous intentions to utilise ChatGPT. Furthermore, system quality, information quality, service quality, and conversational quality significantly influence students’ ChatGPT satisfaction. Crucially, satisfaction is a critical factor in continuous intention to utilise ChatGPT.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>This research integrates UTAUT3 and ISS theories to understand factors influencing university students’ satisfaction with continuous intentions to use ChatGPT, filling the gap in previous studies that have focused on these theories separately.</p><!--/ Abstract__block -->\",\"PeriodicalId\":44145,\"journal\":{\"name\":\"Asian Education and Development Studies\",\"volume\":\"2015 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asian Education and Development Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/aeds-04-2024-0096\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian Education and Development Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/aeds-04-2024-0096","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Discovering students' continuous intentions to use ChatGPT in higher education: a tale of two theories
Purpose
This study investigates the factors affecting university students’ intentions to continuously use ChatGPT by integrating the UTAUT3 (Unified Theory of Acceptance and Use of Technology) and ISS (Information Systems Success) theories.
Design/methodology/approach
By using self-reported questionnaires, 388 usable data from university students in Malaysia were analysed using partial least squares structural equation modelling.
Findings
The results indicate that hedonic motivation, habit, and facilitating conditions significantly impact students’ continuous intentions to utilise ChatGPT. Furthermore, system quality, information quality, service quality, and conversational quality significantly influence students’ ChatGPT satisfaction. Crucially, satisfaction is a critical factor in continuous intention to utilise ChatGPT.
Originality/value
This research integrates UTAUT3 and ISS theories to understand factors influencing university students’ satisfaction with continuous intentions to use ChatGPT, filling the gap in previous studies that have focused on these theories separately.
期刊介绍：
Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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