Factors Influencing Attitudes of University Students towards ChatGPT and its Usage: A Multi-National Study Validating the TAME-ChatGPT Survey Instrument

Abstract

Artificial intelligence (AI)-based models hold the potential to transform higher education if adopted properly and ethically. A prime example is ChatGPT with earlier studies indicating its widespread adoption in academia and by university students. The current study aimed to identify the factors influencing the attitude towards ChatGPT and its usage among university students in Arab countries. A previous survey instrument termed Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) was administered online using a convenience-based approach among the contacts of the authors. Confirmatory factor analysis (CFA) for the survey constructs was done using root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI). The final study sample comprised a total of 2240 participant divided as follows: Iraq (n=736, 32.9%), Kuwait (n=582, 26.0%), Egypt (n=417, 18.6%), Lebanon (n=263, 11.7%), and Jordan (n=242, 10.8%). A total of 1048 respondents heard of ChatGPT before the study (46.8%), of which 551 used ChatGPT (52.6%). The mean scores of TAME-ChatGPT constructs showed that the ease of ChatGPT use, positive attitude towards technology and social influence, higher perceived usefulness, the influence of behavioral/cognitive factors, low perceived risks and low anxiety were the determinants of positive attitude to ChatGPT and its use. For both the attitude and usage scales of TAME-ChatGPT, CFA collectively yielded satisfactory fit indices as indicated by low RMSEA and SRMR together with high CFI and TLI. Multivariate analysis showed that attitude to ChatGPT use was significantly influenced by country of residence, age, university type, and the latest grade point average of the students. The current study confirmed the validity of TAME-ChatGPT as a survey instrument to assess the possible determinants of ChatGPT use among university students in Arab countries. The study findings highlighted that successful adoption of ChatGPT in higher education could be dependent on perceived ease of use, usefulness, positive attitudes to technology, social influence, behavioral/cognitive factors, lower anxiety, and minimal perceived risks. The utility of ChatGPT in higher education requires policies that should be tailored for various settings, considering the differences observed in attitude towards ChatGPT among participating students in this study.

Below average ChatGPT performance in medical microbiology exam compared to university students

“…Therefore, it is important to continuously evaluate the suitability of AI-based models for integration into higher education (Chan, 2023). This is particularly relevant considering the already extensive utilization of AI-models among university students (Abdaljaleel et al, 2023;Ibrahim et al, 2023), with the need for revising higher education policies and practices that are guided by evidence (Newton et al, 2020). Thus, the implementation of AI-based models in higher education has the potential to revolutionize inquirybased learning (Chang et al, 2023).…”

Reply to Moreno et al. Comment on “Sallam, M. ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare 2023, 11, 887”

“…I value this opportunity to address the points raised in the commentary, and to engage in a communication that can hopefully enrich the collective understanding of the role of artificial intelligence (AI) in healthcare education, research, and practice. This aim was one of the initial motivations of the review in light of the ongoing debate surrounding AI's benefits and risks and its potential impact on the academic landscape, with a special focus on the healthcare domain given the widespread use of ChatGPT [3][4][5].…”