Abstract
The rapid development of artificial intelligence (AI) tools such as ChatGPT has revolutionized the way students approach learning, providing benefits such as instant information retrieval, enhanced problem-solving abilities, and improved learning efficiency. However, students’ decisions to adopt this AI tool are influenced by various factors, including Usefulness, Risk, and Subjective Norms. Despite ChatGPT’s many advantages, students are often hesitant to incorporate AI into their study routine due to concerns about privacy, data accuracy, and the ethical implications of relying on technology. Additionally, social influences, such as pressure from friends, family, and educational institutions, significantly impact students’ willingness to use ChatGPT, even when they are uncertain about its long-term value. This study explores how these factors interact and influence students’ decisions to use ChatGPT. By collecting data from 75 university students through an online survey, this study investigates the relationship between Usefulness, Risk, and Subjective Norm, providing insights into how these factors drive adoption. This study expects to find that perceived usefulness is the strongest predictor of students’ decisions to use ChatGPT, while risk concerns have a negative influence and social influence plays an important role in encouraging adoption. This study contributes to the existing literature by providing a comprehensive model of AI adoption in education, providing valuable insights for universities and developers on optimizing AI tools to meet students’ needs while addressing their concerns. Ultimately, this research aims to promote the responsible and effective use of AI tools in education, ensuring they are both practical and socially acceptable.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI adoption, ChatGPT, Perceived usefulness, Risk concerns, Subjective norms
