Intention to adopt ChatGPT in higher education
As Artificial Intelligence increasingly penetrates and transform education, these technological advancements will radically alter the existing approach to students' learning progress, thus transforming learning styles and teaching techniques. Hence, the objective of this study is to examine t...
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| Format: | Final Year Project / Dissertation / Thesis |
| Published: |
2024
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| Online Access: | http://eprints.utar.edu.my/6741/1/202310%2D25_FYP_Lee_Zi_Wei_202310%2D25_LEE_ZI_WEI.pdf http://eprints.utar.edu.my/6741/ |
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| Summary: | As Artificial Intelligence increasingly penetrates and transform education, these technological advancements will radically alter the existing approach to students' learning progress, thus transforming learning styles and teaching
techniques. Hence, the objective of this study is to examine the relationship between perceived usefulness, perceived ease of use, hedonic motivation, and social influence towards the intention to adopt ChatGPT in higher education. In account of the ChatGPT context, researchers have made modifications to the Technology Acceptance Theory (TAM) and the Unified Theory of Technology Acceptance and Technology Use (UTAUT) and UTAUT 2 in order to identify a more suitable
conceptual framework.
Moreover, a total of 200 questionnaires were distributed to university students in Malaysia via online platforms and subsequently utilized for analysis.The findings indicate that three factors which are perceived usefulness, perceived
ease of use, and social influence, have a statistically significant impact on students in higher education when it comes to adopting ChatGPT. However, hedonic motivation has no significant relationship with the intention to adopt ChatGPT in higher education.
In short, this research will provide valuable insights for educational institutions to have a deeper understanding of the intention of students to adopt ChatGPT in order to develop an innovative and ethical learning environment.
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