EXAMINING COLLEGE STUDENTS' PERCEPTIONS REGARDING THE INTEGRATION OF CHATGPT INTO THEIR ACADEMIC ENDEAVORS: IMPACT OF USAGE INTENTIONS, INFORMATION VALIDATION, AND ETHICAL UTILIZATION
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Keywords
chatgpt, technology adaptation, benefits, perceived usefulness
Abstract
Artificial intelligence (AI) has being used in education worldwide more and more recently. Particularly considering its popularity among university students, the introduction of ChatGPT-3 has brought significant difficulties for higher learning. The purpose of this study was to find out how university students felt about including ChatGPTs within their academic activities. 350 people were polled online using a non-experimental, quantitative methodology. The findings showed a strong association with attitudes toward ChatGPT use and a number of variables. Specifically, higher beta values (β=0.806*, β=0.509*, and β=0.441*, respectively) show that responsible usage, frequent usage intent, and acceptance emerged as strong predictors of a good ChatGPT attitude. Furthermore, attitudes were much influenced by happy emotions (β=0.418**), although risk and boredom had less significant but still unfavorable effects (β=-0.104** and β=-0.145*, respectively). These results provide important new information about how students see and use ChatGPTs, which advances our knowledge of user behavior in educational technology settings. Behavioral propensity to use ChatGPT responsibly was influenced by factors including simplicity of use, frequent intent to use, acceptance, and intent to check information. As such, this paper offers ways for higher education institutions (HEIs) to improve their curricula by taking use of AI's possible advantages to promote AI literacy in students.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Zill e Huma
Riphah Institute of Clinical and Professional Psychology Riphah International University, Pakistan.
Abdul Qadeer
Master in Public Health, London Metropolitan University, United Kingdom.
Yasir Ali Khan
Department of Psychology, Institute of Southern Punjab. Pakistan
Hamna Khan
Riphah Institute of Clinical and Professional Psychology, Riphah International University, Pakistan.
Shumaila Afzal
Riphah Institute of Clinical and Professional Psychology, Riphah International University, Pakistan.
Sana Sultan
Riphah Institute of Clinical and Professional Psychology, Riphah International University, Pakistan.