International Medical Education,
Год журнала:
2024,
Номер
3(4), С. 406 - 425
Опубликована: Окт. 9, 2024
Despite
the
potential
benefits
of
generative
artificial
intelligence
(genAI),
concerns
about
its
psychological
impact
on
medical
students,
especially
job
displacement,
are
apparent.
This
pilot
study,
conducted
in
Jordan
during
July–August
2024,
aimed
to
examine
specific
fears,
anxieties,
mistrust,
and
ethical
students
harbor
towards
genAI.
Using
a
cross-sectional
survey
design,
data
were
collected
from
164
studying
across
various
academic
years,
employing
structured
self-administered
questionnaire
with
an
internally
consistent
FAME
scale—representing
Fear,
Anxiety,
Mistrust,
Ethics—comprising
12
items,
3
items
for
each
construct.
Exploratory
confirmatory
factors
analyses
assess
construct
validity
scale.
The
results
indicated
variable
levels
anxiety
genAI
among
participating
students:
34.1%
reported
no
genAI‘s
role
their
future
careers
(n
=
56),
while
41.5%
slightly
anxious
61),
22.0%
somewhat
36),
2.4%
extremely
4).
Among
constructs,
Mistrust
was
most
agreed
upon
(mean:
12.35
±
2.78),
followed
by
Ethics
10.86
2.90),
Fear
9.49
3.53),
Anxiety
8.91
3.68).
Their
sex,
level,
Grade
Point
Average
(GPA)
did
not
significantly
affect
students’
perceptions
However,
there
notable
direct
association
between
general
elevated
scores
constructs
Prior
exposure
previous
use
modify
These
findings
highlight
critical
need
refined
educational
strategies
address
integration
into
training.
demonstrate
anxiety,
fear,
regarding
deployment
healthcare,
indicating
necessity
curriculum
modifications
that
focus
specifically
these
areas.
Interventions
should
be
tailored
increase
familiarity
competency
genAI,
which
would
alleviate
apprehensions
equip
physicians
engage
this
inevitable
technology
effectively.
study
also
highlights
importance
incorporating
discussions
courses
mistrust
human-centered
aspects
In
conclusion,
calls
proactive
evolution
education
prepare
new
AI-driven
healthcare
practices
ensure
well
prepared,
confident,
ethically
informed
professional
interactions
technologies.
ChatGPT,
an
AI
chatbot
created
by
OpenAI
in
November
2022,
has
caught
the
attention
of
scholars
due
to
its
potential
higher
education.
Despite
benefits
personalized
learning,
academic
assistance,
and
task
automation,
concerns
remain
regarding
impact
on
students'
logical
reasoning
integrity.
Drawing
Technology
Acceptance
Model
(TAM),
this
study
explored
predictors
behavioral
intention
use
ChatGPT
(BIU)
for
purposes
among
university
students
Mogadishu,
Somalia.
Using
a
cross-sectional
quantitative
design,
we
gathered
data
via
online
survey
299
from
four
universities
Structural
equation
modeling
with
SmartPLS
4
was
used
analyze
proposed
relationships.
The
results
uncovered
that
perceived
usefulness,
ease
use,
social
influence,
hedonic
motivation,
credibility
have
positively
significantly
impacted
ChatGPT.
Surprisingly,
findings
depicted
information
accuracy
negatively
moderates
association
between
study's
result
implies
explicit
guidelines
should
be
established
Somali
education
facilitate
proper
utilization
ensuring
it
improves
learning
while
mitigating
issues
over
Journal of Entrepreneurship in Emerging Economies,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 13, 2024
Purpose
This
study
aims
to
explore
both
the
drivers
(performance
expectancy
and
perceived
usefulness
of
ChatGPT)
barrier
(effort
expectancy)
that
Indonesian
youth
encounter
when
adopting
generative
AI
technology,
such
as
ChatGPT,
they
pursue
digital
entrepreneurship.
Design/methodology/approach
utilizes
Hayes'
Process
Model
evaluate
proposed
hypotheses
through
survey
data
collected
from
518
youth.
Findings
study's
findings
highlight
a
paradoxical
relationship
emerges
effort
intersects
with
performance
ChatGPT.
Specifically,
we
discovered
young
individuals
perceive
adoption
technology
requiring
significant
effort,
their
motivation
engage
in
entrepreneurship
is
significantly
enhanced
if
also
view
tool
highly
useful
beneficial
future
business
endeavors.
Practical
implications
The
provide
valuable
insights
for
educators
policymakers
focused
on
advancing
developing
nations
integration
technology.
Originality/value
Our
enriches
an
underexplored
niche
within
field
by
examining
intersection
youth,
By
incorporating
Expectancy-Value
Theory,
it
brings
fresh
perspective
relationships
contemporary
research
this
domain.
Future Business Journal,
Год журнала:
2024,
Номер
10(1)
Опубликована: Ноя. 27, 2024
Abstract
The
increasing
integration
of
AI
technologies
such
as
ChatGPT
in
educational
systems
calls
for
an
in-depth
understanding
the
factors
influencing
students’
intentions
to
use
these
tools.
This
study
explores
shaping
university
by
analysing
three
key
dimensions:
task
characteristics,
technology
characteristics
and
individual
characteristics.
Using
task-technology
fit
(TTF)
framework,
research
examined
how
elements
impact
alignment
between
tasks
ChatGPT’s
capabilities,
ultimately
driving
behavioural
intentions.
A
survey
393
students
from
a
Saudi
Arabian
was
conducted,
structural
equation
modelling
applied
assess
relationships
among
variables.
Results
indicated
that
all
significantly
influenced
TTF,
which
turn
had
positive
on
ChatGPT.
highlighted
importance
achieving
strong
TTF
encourage
effective
tools
academic
settings.
implications
this
suggest
institutions
should
focus
aligning
with
learning
enhance
their
intent
tools,
thereby
improving
performance.
Furthermore,
extended
model
context
AI-powered
particularly
line
Arabia’s
Vision
2030.
is
one
first
investigate
within
unique
cultural
technological
higher
education
system.
By
integrating
framework
local
regional
factors,
provides
novel
insights
into
drivers
usage
education,
offering
guidance
policy
broad
practices.
International Medical Education,
Год журнала:
2024,
Номер
3(4), С. 406 - 425
Опубликована: Окт. 9, 2024
Despite
the
potential
benefits
of
generative
artificial
intelligence
(genAI),
concerns
about
its
psychological
impact
on
medical
students,
especially
job
displacement,
are
apparent.
This
pilot
study,
conducted
in
Jordan
during
July–August
2024,
aimed
to
examine
specific
fears,
anxieties,
mistrust,
and
ethical
students
harbor
towards
genAI.
Using
a
cross-sectional
survey
design,
data
were
collected
from
164
studying
across
various
academic
years,
employing
structured
self-administered
questionnaire
with
an
internally
consistent
FAME
scale—representing
Fear,
Anxiety,
Mistrust,
Ethics—comprising
12
items,
3
items
for
each
construct.
Exploratory
confirmatory
factors
analyses
assess
construct
validity
scale.
The
results
indicated
variable
levels
anxiety
genAI
among
participating
students:
34.1%
reported
no
genAI‘s
role
their
future
careers
(n
=
56),
while
41.5%
slightly
anxious
61),
22.0%
somewhat
36),
2.4%
extremely
4).
Among
constructs,
Mistrust
was
most
agreed
upon
(mean:
12.35
±
2.78),
followed
by
Ethics
10.86
2.90),
Fear
9.49
3.53),
Anxiety
8.91
3.68).
Their
sex,
level,
Grade
Point
Average
(GPA)
did
not
significantly
affect
students’
perceptions
However,
there
notable
direct
association
between
general
elevated
scores
constructs
Prior
exposure
previous
use
modify
These
findings
highlight
critical
need
refined
educational
strategies
address
integration
into
training.
demonstrate
anxiety,
fear,
regarding
deployment
healthcare,
indicating
necessity
curriculum
modifications
that
focus
specifically
these
areas.
Interventions
should
be
tailored
increase
familiarity
competency
genAI,
which
would
alleviate
apprehensions
equip
physicians
engage
this
inevitable
technology
effectively.
study
also
highlights
importance
incorporating
discussions
courses
mistrust
human-centered
aspects
In
conclusion,
calls
proactive
evolution
education
prepare
new
AI-driven
healthcare
practices
ensure
well
prepared,
confident,
ethically
informed
professional
interactions
technologies.
