Factors Influencing Learner Attitudes Towards ChatGPT-Assisted Language Learning in Higher Education

International Journal of Human-Computer Interaction, Journal Year: 2023, Volume and Issue: 40(22), P. 7112 - 7126

Published: Oct. 15, 2023

AbstractConcerns regarding the potential risks associated with learners' misusing ChatGPT necessitate an extensive investigation into learner attitudes towards ChatGPT-assisted language learning. This study adopts a mixed-method approach, combining structural equation modeling techniques and interviews. It aims to examine influencing factors of learning under extended three-tier technology use model from interdisciplinary perspective, including acceptance model, etc. The finds that information system quality hedonic motivation are more significant in contributing performance expectancy perceived satisfaction compared self-regulation Behavioral intention is better predictor effectiveness than expectancy. research also examines partial or full mediating effects behavioral between other variables. Although this limited by some aspects (e.g., outdated version ChatGPT-3 ChatGPT-3.5), it holds substantial implications for future practice research. appeals attention developers on services researchers comprehensive insight learning.Keywords: Learner attitudesChatGPTlanguage learningfactorshigher education Authors' contributionsQianqian Cai: Methodology, Data curation, Formal analysis, Resources, Investigation, Software, Validation, Roles/Writing – original draft, Writing review & editing; Yupeng Lin: Zhonggen Yu: Conceptualization, Supervision, Funding acquisition.Disclosure statementNo conflict interest was reported author(s).Availability data materialWe make sure all materials support our published claims comply field standards.Data availability statementThe findings openly available [OSF] at [https://osf.io/5d9te/?view_only=f73f253d38f643588ea31a73bdd6376b].Ethics approval approved institutional board Beijing Language Culture University. All can provide written informed consent.Correction StatementThis article has been republished minor changes. These changes do not impact academic content article.Additional informationFundingThis work supported [Key Research Application Project Key Laboratory Technologies Localization Services State Administration Press Publication, "Research Intelligent Education Technology 'Belt Road Initiative"] Grant [Number CSLS 20230012]; [Special fund Co-construction Project-Research reform "Undergraduate Teaching Reform Innovation Project" higher 2020-innovative "multilingual +" excellent talent training system] 202010032003].Notes contributorsQianqian CaiQianqian Cai, presently doctoral student majoring applied linguistics foreign languages Faculty Foreign Studies, University, China. She over 10 first-authored articles about technology-enhanced (language) education, which consideration publication reputable international journals.Yupeng LinYupeng Lin, postgraduate linguistic studies He 20 five papers journals.Zhonggen YuZhonggen Yu, Professor (distinguished) Ph.D. Supervisor International fellow several institutions. 180 distinguished journals based rich teaching experiences.

Language: Английский

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ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments

Education and Information Technologies, Journal Year: 2024, Volume and Issue: 29(15), P. 19471 - 19503

Published: March 20, 2024

Abstract The advancement of information technologies has led to increased attention AI chatbots as valuable tools for computer-assisted language learning (CALL), drawing the both academic scholars and industry practitioners. However, there remains limited understanding regarding adoption chatbots, specifically within context English language. To address this existing research gap examine perception motivation usage ChatGPT, employed hedonic system model (HMSAM) ChatGPT. Employing structural equation modelling (SEM), a comprehensive investigation was conducted using data sourced from 189 valid responses obtained through an online survey administered Chinese international students who are currently enrolled in British universities. findings reveal that effectively elucidates elements influencing ChatGPT learning. Notably, boredom, joy, focused immersion, control emerged significant mediating factors pertaining link between perceived ease use behavioural intention. These offer meaningful perspectives upcoming researchers practitioners teaching learning, contributing promoting innovation domain.

Language: Английский

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A Cross-National Assessment of Artificial Intelligence (AI) Chatbot User Perceptions in Collegiate Physics Education.

Computers and Education Artificial Intelligence, Journal Year: 2025, Volume and Issue: unknown, P. 100365 - 100365

Published: Jan. 1, 2025

Language: Английский

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Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers

International Journal of Educational Technology in Higher Education, Journal Year: 2023, Volume and Issue: 20(1)

Published: June 15, 2023

Abstract Digital academic reading tools on computers bring multiple benefits to higher-education students. Through structural equation modeling methods, this study contributes the following findings: (1) Perceived ease of use, perceived usefulness, and lecturers’ positive responses significantly predict students’ attitudes toward digital computers; (2) lectures’ responses, expectations achievement are predictors usefulness these tools; (3) intentions use (4) experience predicts negative (5) for collaborative learning self-efficacy using tools. Findings in may contribute understanding external factors influencing acceptance with a substantial explanatory power proposed model (R 2 = 64.70–84.20%), which benefit researchers, instructors, students, technology designers.

Language: Английский

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Leveraging TikTok for active learning in management education: An extended technology acceptance model approach

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(3), P. 101009 - 101009

Published: July 8, 2024

Language: Английский

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Learner Perceptions of Artificial Intelligence-Generated Pedagogical Agents in Language Learning Videos: Embodiment Effects on Technology Acceptance

International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 22

Published: June 7, 2024

Artificial intelligence generates vibrant characters, encompassing teachers, peer students, and advisors within diverse educational media. However, the impact of perceived embodiment such characters in language learning videos on students' technology acceptance adoption is unclear. Integrating structural equation modeling into thematic analysis, this study analyzes 1042 valid responses from higher education students to bridge research gap. Our reveals that four subdimensions (human-likeness, credibility, facilitation, engagement) significantly positively predict higher-education ease use usefulness artificial intelligence-generated virtual teachers videos. Notably, an exception arises, as human-likeness does not our context. Students' systemic interactivity process emerge pivotal mediators. The qualitative analysis identifies concerns about classroom administration, developmental support, technical issues, deprived interpersonal collaboration, liberal attainment cultivation with teacher presence. This can illuminate designs applications education.

Language: Английский

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Exploration of Moderated, Mediated, and Configurational Outcomes of Tourism-Related Content (TRC) on TikTok in Predicting Enjoyment and Behavioral Intentions

Human Behavior and Emerging Technologies, Journal Year: 2024, Volume and Issue: 2024, P. 1 - 29

Published: Jan. 31, 2024

The significance of social media content in consumers’ decision-making journeys has acquired substantial attention among scholars and business practitioners recent times. However, the exploration how marketing strategies should design to influence behavioral intentions remains fairly inadequate, particularly within tourism industry. This study is aimed at developing a model that includes moderating, mediating, configuration effects tourism-related (TRC) dimensions on TikTok predict enjoyment intention. employs hybrid approach structural equation modeling (SEM) fuzzy set qualitative comparative analysis (fsQCA) test hypotheses propositions using sample 319 participants who have experience watching TRC intention visit destinations presented content. results from SEM confirm reliability understandability significantly perceived enjoyment. Furthermore, predicted increase through contributions Insights mediating effect reveal serves as fully factor between Moreover, moderating gender frequency use exhibit significant differences their impacts outcomes fsQCA various configurations provide valuable insights for designing content-marketing strategies. consideration different combinations these constructs can impact intentions. research makes both theory practice, comprehensive discussion provides amplified into this study’s findings.

Language: Английский

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Exploring EFL learners’ acceptance and cognitive absorption at VR-Based language learning: A survey and experimental study

Heliyon, Journal Year: 2024, Volume and Issue: 10(3), P. e24863 - e24863

Published: Jan. 21, 2024

This study aimed to explore the applicability of VR-based language learning in an EFL context. An online survey was conducted understand structural relationship between learners' cognitive absorption, behavioral intention use VR for English learning, and perceptions regarding sense immersion created by VR. The hedonic motivation system adoption model (HMSAM) adopted, 230 valid responses were retrieved statistical analyses. results showed that most constructs HMSAM, namely, perceived ease use, usefulness, curiosity, joy, control, immersion, significantly associated with other constructs. VR's had a positive significant influence on learners engage learning. It revealed curiosity not predictor immersion. Moreover, within-subject neurophysiological experiment 33 who experienced both non-VR-based settings examine technologies their absorption outcomes. Results demonstrated did increase participants' absorption; furthermore, participants better retention about learned contents setting. findings have practical theoretical implications based experiment.

Language: Английский

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Impact of gamification on green consumption behavior integrating technological awareness, motivation, enjoyment and virtual CSR

Scientific Reports, Journal Year: 2023, Volume and Issue: 13(1)

Published: Dec. 8, 2023

Gamification entails integrating game design elements, including rewards, points, competition, and interactive challenges, into non-game contexts to engage motivate individuals. In the context of green consumption, gamification can encourage individuals acquire more sustainable consumption behaviors. The proposed study aims examine influence on behavior among Chinese university students. However, students are considered an important target group for such interventions due their technological savvy high interest in environmental issues. A self-determination theory (SDT) was used measure motivating factors adopting behavior-a convenience sampling technique which survey-based research designs were collect data. survey conducted a sample 332 China, using questionnaire with structural equation modeling (SEM) test hypotheses assess relationships between variables. finding this reveals that has significant negative relation behavior. Further, awareness, hedonic motivation, perceived enjoyment significantly mediate relationship Additionally, virtual CSR moderates enjoyment. findings could have implications development effective policy makers industrialists aimed at promoting behaviors China.

Language: Английский

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Meta-analyses of effects of augmented reality on educational outcomes over a decade

Interactive Learning Environments, Journal Year: 2023, Volume and Issue: 32(8), P. 4739 - 4753

Published: April 27, 2023

Since the outbreak of pandemic, many students have been forced to receive education assisted by augmented reality technologies at home. To investigate effects on educational outcomes, researchers conducted a meta-analysis using Stata/MP 14.0. The results suggested that reality-assisted significantly improved learner attitudes towards and learning achievements when compared non-augmented education. However, study failed identify any significant differences in motivation levels between models. Several potential reasons were explored account for this unexpected finding. Future research should consider more comprehensive influencing factors such as styles personality determine effect outcomes. Additionally, integrating advanced into course designs presents promising avenue improving outcomes future.

Language: Английский

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