How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learning

Abstract

Purpose The emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning. Design/methodology/approach An advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses. Findings Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases. Practical implications Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context. Originality/value This study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.

Closing the entrepreneurial attitude-intention-behavior gap: the direct and moderating role of entrepreneurship education

“…The first limitation of this study is its cross-sectional design, which only permits exploring the entrepreneurial attitude–intention–behavior in the short term or certain point in time (Duong and Vu, 2023b). Longitudinal studies should be used in further studies to provide a more in-depth understanding of the transformation process from attitude and intention to behavior (Duong et al , 2023). By collecting data at multiple time points, researchers could observe the changes in attitudes, intentions and behavior over time and investigate the causal relationships among them.…”

Modeling the determinants of HEI students’ continuance intention to use ChatGPT for learning: a stimulus–organism–response approach

“…This study specifically defines continuance intention for using ChatGPT for study as students' intention to persist in using and benefiting from ChatGPT for academic purposes. Despite scholars emphasizing the importance of comprehending the impact of Generative AI on educational decision-making, there is a scarcity of empirical studies in this field (Duong et al, 2023a). While previous research has acknowledged the significance of understanding the initial adoption and acceptance of educational technologies, the continuity of usage, or the users' intention to continue employing ChatGPT in the educational context, remains a relatively unexplored area.…”

“…The arrival of ChatGPT can be likened to the onset of the "strong AI era," signifying a remarkable stride forward in the field of artificial intelligence (AI). This groundbreaking development carries the potential to effectively tackle a multitude of constraints commonly associated with traditional AI systems (Duong et al, 2023a). ChatGPT stands out due to its exceptional general AI capabilities and expertise in NLP, making it adaptable and beneficial across a broad spectrum of domains.…”

“…Additionally, these models are capable of generating summaries and text outlines, which can be particularly helpful for higher education students in swiftly grasping the central concepts within a text and organizing their ideas for the purpose of writing (Qi et al, 2023). Regrettably, there remains a scarcity of comprehensive studies that delve into how students are embracing ChatGPT as a learning tool (Duong et al, 2023a;Kasneci et al, 2023;Tiwari et al, 2023). In addition, although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts (Bin-Nashwan et al, 2023;Lai et al, 2023), there has been relatively little focus on the user's intention to continue using ChatGPT or its continued usage.…”

“…In addition, although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts (Bin-Nashwan et al, 2023;Lai et al, 2023), there has been relatively little focus on the user's intention to continue using ChatGPT or its continued usage. This highlights the pressing necessity for additional research aimed at uncovering the factors that might influence students' intentions when it comes to the adoption and utilization of this state-of-the-art technology for their educational pursuits (Duong et al, 2023a).…”