Students’ Acceptance and Use of ChatGpt in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective
In our modern age of digital communication, technology becomes vital in various aspects of life, including education. ChatGpt, an advanced chatbot fueled by artificial intelligence, is one technological advancement that has drawn a lot of interest in higher education. ChatGpt can improve the learning experience by providing students with quick responses along with customized support. Having a thorough knowledge of students’ adoption and usage of ChatGpt in higher education is the primary objective of this applied research. This study established an insight to explain the actions of pupils by identifying key factors influencing their acceptance and use of ChatGpt by adopting the Unified Theory of Acceptance and Use of Technology (UTAUT) perspective. A quantitative approach was used to achieve this. The foundation on which to identify the relevant variables and constructs that were included in the research framework was established in this review. Following the literature examination, 475 students from various programs at Centro Escolar University were chosen as a sample, then a survey questionnaire was administered to collect quantitative data. ANOVA and the T-test were two statistical methods used for evaluating the data that had been gathered. By applying the Unified Theory of Acceptance and Use of Technology (UTAUT) to analyze the components that influence students’ intentions to use ChatGpT, the findings strengthened the body of information already in place. It explored attitudes and patterns of use from the data collected during November 2022 and December 2023. It indicated a significant increase in ChatGPT usage, especially during the academic year, suggesting that academic schedules possessed a big impact on user engagement. Adoption is primarily motivated by intrinsic motivation, though external variables may also come into play, especially during the most hectic periods of the school year. With minimal coercive influence from teachers or school support, peer influence emerges as an important element. There is potential for development in terms of enabling factors, such as seamless integration with other chatbots and the clarity of support channels, regardless of good views and perceived use. Students perceive ChatGPT to be valuable and user-friendly in general, and it has a slight adverse effect on their academic performance. Nonetheless, they do have reasonable expectations in terms of productivity and grades. The adoption differences are further amplified by disparities in gender and seniority. The findings highlight the potential of ChatGPT as a valuable learning tool in higher education.
Index Terms– Adoption, AI on Education ChatGpt, Teaching and Learning, UTAUT
