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RESEARCH PAPER
User acceptance and adoption dynamics of ChatGPT in educational settings
1
John Abbott College, Sainte-Anne-de-Bellevue, CANADA
2
Cerence Inc., Montreal, CANADA
3
Simon Fraser University, Burnaby, CANADA
Online publication date: 2024-01-25
Publication date: 2024-02-01
EURASIA J. Math., Sci Tech. Ed 2024;20(2):em2393
KEYWORDS
ABSTRACT
Recent developments in natural language understanding have sparked a great amount of interest
in the large language models such as ChatGPT that contain billions of parameters and are trained
for thousands of hours on all the textual data of the internet. ChatGPT has received immense
attention because it has widespread applications, which it is able to do out-of-the-box, with no
prior training or fine-tuning. These models show emergent skill and can perform virtually any
textual task and provide glimmers, or “sparks”, of artificial general intelligence, in the form of a
general problem solver as envisioned by Newell and Simon in the early days of artificial
intelligence research. Researchers are now exploring the opportunities of ChatGPT in education.
Yet, the factors influencing and driving users’ acceptance of ChatGPT remains largely unexplored.
This study investigates users’ (n=138) acceptance of ChatGPT. We test a structural model
developed using Unified Theory of Acceptance and Use of Technology model. The study reveals
that performance expectancy is related to behavioral intention, which in turn is related to ChatGPT
use. Findings are discussed within the context of mass adoption and the challenges and
opportunities for teaching and learning. The findings provide empirical grounding to support
understanding of technology acceptance decisions through the lens of students’ use of ChatGPT
and further document the influence of situational factors on technology acceptance more broadly.
This research contributes to body of knowledge and facilitates future research on digital
innovation acceptance and use.
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