International Journal of Educational Technology in Higher Education,
Journal Year:
2024,
Volume and Issue:
21(1)
Published: March 18, 2024
Abstract
The
influence
of
Artificial
Intelligence
on
higher
education
is
increasing.
As
important
drivers
for
student
retention
and
learning
success,
generative
AI-tools
like
translators,
paraphrasers
most
lately
chatbots
can
support
students
in
their
processes.
perceptions
expectations
first-years
related
to
have
not
yet
been
researched
in-depth.
same
be
stated
about
necessary
requirements
skills
the
purposeful
use
AI-tools.
research
work
examines
relationship
between
first-year
students’
knowledge,
attitudes
Analysing
data
634
revealed
that
towards
AI
significantly
explains
intended
tools.
Additionally,
perceived
benefits
AI-technology
are
predictors
perception
AI-robots
as
cooperation
partners
humans.
Educators
must
facilitate
competencies
integrate
into
instructional
designs.
a
result,
processes
will
improved.
International Journal of Human-Computer Interaction,
Journal Year:
2023,
Volume and Issue:
unknown, P. 1 - 13
Published: Dec. 12, 2023
The
purpose
of
this
study
is
to
formulate
an
acceptance
scale
grounded
in
the
Unified
Theory
Acceptance
and
Use
Technology
(UTAUT)
model.
designed
scrutinize
students'
generative
artificial
intelligence
(AI)
applications.
This
tool
assesses
levels
toward
AI
development
was
conducted
three
phases,
encompassing
627
university
students
from
various
faculties
who
have
utilized
tools
such
as
ChatGPT
during
2022–2023
academic
year.
To
evaluate
face
content
validity
scale,
input
sought
professionals
with
expertise
field.
initial
sample
group
(n
=
338)
underwent
exploratory
factor
analysis
(EFA)
explore
underlying
factors,
while
subsequent
250)
confirmatory
(CFA)
for
verification
structure.
Later,
it
seen
that
four
factors
comprising
20
items
accounted
78.349%
total
variance
due
EFA.
CFA
results
confirmed
structure
featuring
(performance
expectancy,
effort
facilitating
conditions,
social
influence),
compatible
obtained
data.
Reliability
yielded
Cronbach's
alpha
coefficient
0.97,
test–retest
method
demonstrated
a
reliability
0.95.
discriminative
power
items,
comparative
between
lower
27%
upper
participants,
calculation
corrected
item-total
correlations.
demonstrate
exhibits
robust
reliability,
thus
affirming
its
effectiveness
measurement
instrument.
Computers & Education,
Journal Year:
2024,
Volume and Issue:
219, P. 105100 - 105100
Published: June 8, 2024
ChatGPT,
a
state-of-the-art
artificial
intelligence
(AI)
chatbot,
has
gained
considerable
attention
as
transformative
yet
controversial
tool
for
enhancing
teaching
and
learning
experiences.
Several
reviews
numerous
articles
have
been
written
about
harnessing
ChatGPT
in
education
since
its
release
on
November
30,
2022.
Besides
summarising
strengths,
weaknesses,
opportunities,
threats
(SWOT)
identified
previous
systematic
of
research,
this
review
aims
to
develop
new
understanding
influence
student
engagement
by
synthesising
the
existing
related
research
using
three-dimensional
framework
comprising
behavioural,
emotional,
cognitive
aspects.
We
searched
relevant
databases
included
72
empirical
studies
published
within
one
year
ChatGPT's
initial
release.
The
findings
reveal
robust
but
narrowly
focused
evidence
behavioural
(i.e.,
work
with
ChatGPT)
disengagement
academic
dishonesty).
emotional
aspect
is
mixed,
instances
both
(e.g.,
satisfaction
interest/fun)
disappointment
worry/anxiety).
There
broad
weak
regarding
increased
positive
self-perception)
reduced
critical
thinking
overreliance).
Our
uncovers
several
under-explored
indicators
engagement,
pointing
need
further
research.
Specifically,
future
could
focus
students'
study
habits
attendance
(behavioural
engagement),
social
interaction
(emotional
self-regulation
(cognitive
engagement)
ChatGPT-supported
environments.
Studies in Higher Education,
Journal Year:
2024,
Volume and Issue:
49(5), P. 831 - 846
Published: March 27, 2024
The
public
release
of
ChatGPT
in
November
2022
brought
excitement
and
concerns
regarding
students'
use
language
models
higher
education.
However,
little
research
has
empirically
investigated
intention
to
adopt
ChatGPT.
This
study
developed
a
theoretical
model
based
on
the
Unified
Theory
Acceptance
Use
Technology
(UTAUT)
with
an
additional
construct-
anxiety,
investigate
university
adoption
two
education
contexts–
UK
Nepal.
239
226
questionnaires
were
deemed
sufficient
for
data
analysis
Nepal
UK,
respectively.
We
utilised
structural
equation
modelling
technique
test
hypotheses.
Our
results
reveal
that
performance
expectancy,
effort
expectancy
social
influence
significantly
impacted
both
countries.
anxiety's
impact
varied
between
UK.
Integrating
UTAUT
cross-country
comparative
approach
provides
insights
into
how
ChatGPT's
reception
diverges
different
contexts.
also
have
implications
technology
companies
aiming
expand
models'
availability
worldwide.
Behaviour and Information Technology,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 22
Published: Feb. 16, 2024
The
present
research
aims
to
highlight
the
underlying
factors
that
drive
students'
adoption
of
ChatGPT
chatbot
in
higher
education.
This
study
extends
meta-UTAUT
framework
by
including
additional
exogenous
anthropomorphism,
trust,
design
novelty,
and
institutional
policy.
Empirical
examination
with
Structural
Equation
Modelling
among
355
students
Dutch
education
institutions
revealed
attitude
behavioural
intention
as
significant
positive
predictors
use
behaviour.
Institutional
policy
negatively
moderated
effect
on
Behavioural
was
significantly
positively
influenced
attitude,
performance
expectancy,
social
influence,
facilitating
conditions.
Anthropomorphism,
effort
expectancy
were
unveiled
antecedents
attitude.
central
theoretical
contributions
this
include
investigating
behaviour
instead
intention,
establishing
a
core
construct,
underlining
highlighting
importance
contributes
prior
technology
adoption,
especially
area
artificial
intelligence
findings
yield
valuable
insights
for
designers,
product
managers,
writers.
Heliyon,
Journal Year:
2024,
Volume and Issue:
10(8), P. e29317 - e29317
Published: April 1, 2024
This
mixed-method
study
explores
the
acceptance
of
ChatGPT
as
a
tool
for
Metacognitive
Self-Regulated
Learning
(MSRL)
among
academics.
Despite
growing
attention
towards
metacognitive
learning
tool,
there
is
need
comprehensive
understanding
factors
influencing
its
in
academic
settings.
Engaging
300
preservice
teachers
through
ChatGPT-based
scenario
activity
and
utilizing
convenience
sampling,
this
administered
questionnaire
based
on
proposed
Technology
Acceptance
Model
at
UTM
University's
School
Education.
Structural
equation
modelling
was
applied
to
analyze
participants'
perspectives
ChatGPT,
considering
like
MSRL's
impact
usage
intention.
Post-reflection
sessions,
semi-structured
interviews,
record
analysis
were
conducted
gather
results.
Findings
indicate
high
significantly
influenced
by
personal
competency,
social
influence,
perceived
AI
usefulness,
enjoyment,
trust,
intelligence,
positive
attitude,
self-regulated
learning.
Interviews
suggest
that
academics
view
positively
an
educational
seeing
it
solution
challenges
teaching
processes.
The
highlights
ChatGPT's
potential
enhance
MSRL
holds
implications
teacher
education
integration
