Jun 2026· International Journal of Modern Education· 0 citations· 40 references
Abstract
With the advancement of artificial intelligence (AI) technology, AI tools like ChatGPT have gradually become a part of the life of students in universities. Previous research has mainly addressed the functional aspects of AI, such as information retrieval and academic support, but the socio-emotional and personalized aspects of AI, and how these shape users’ continued usage behaviour. Therefore, this study aims to examine the effects of academic support, emotional support, and perceived personalisation on students’ continuance intention toward ChatGPT, with perceived trust acting as a mediating mechanism. This research grounded by the Expectation-Confirmation Theory and Information Systems Continuance Model by incorporating two additional variables: perceived personalisation and academic support and emotional support as antecedents of students’ continuance intention toward ChatGPT. This quantitative study used an online survey to collect data from 263 university students. The proposed model was analysed using SmartPLS-SEM to examine both direct and indirect relationships, with perceived trust specified as a mediating variable. The structural model indicates that academic support and emotional support have significant direct effects on continuance intention. Although perceived personalisation positively influences user trust, its direct effect on continuance intention is not significant. Instead, perceived trust fully mediates this relationship, indicating that personalisation alone does not directly drive continued use unless it first builds user trust. These findings highlight the critical role of trust as a psychological mechanism through which AI personalisation translates into sustained user engagement. The study contributes to the literature on human–AI interaction by integrating cognitive, emotional, and personalisation dimensions within a unified continuance framework. Practically, the results suggest that AI developers should prioritise trust-building mechanisms when designing personalised and emotionally supportive systems to ensure long-term user adoption, particularly in educational contexts.
The rapid advancement of Artificial Intelligence technologies, particularly generative Artificial Intelligence, has revolutionized numerous domains, including education. This study investigates the adoption of ChatGPT, a prominent generative Artificial Intelligence tool, among 409 Italian university students (Mage = 23.24 years, SD = 2.61; 58.3% female) using the Technology Acceptance Model as a theoretical framework. A path analysis model was employed to examine the relationships between Technology Acceptance Model variables influencing ChatGPT’s adoption. Findings suggest that perceived usefulness is the most influential factor, strongly affecting students’ attitudes toward ChatGPT and their intentions to use it, and indirectly influencing its actual use. Perceived usefulness of ChatGPT is higher in students who have positive social norms related to technology use and perceive ChatGPT as easy to use, which, in turn, is predicted by a high level of technology self-efficacy and low level of technology anxiety. The results provide insights for academic institutions on how to facilitate the adoption of ChatGPT, contributing to more inclusive and effective education. Enhancing technology self-efficacy, promoting positive social norms related to technology use, and reducing technology anxiety are crucial for facilitating ChatGPT’s integration into academic settings.
Rossella Caliciuri, Martina Milani, Angela Sorgente et al.· Current Psychology· 0 citations
The research has four constructs, including perceived usefulness, trust and accuracy, motivation, and behavior intention, which indicate the perceptions of EFL students regarding ChatGPT as a feedback tool in English writing. The mixed-methods design was used to collect data (N = 254) on surveys and open-ended responses. Quantitative methods (descriptive statistics, reliability, regression, and mediation) indicated that ChatGPT was the most useful tool in general in enhancing the grammar, organization, and clarity of readers. Its performance was impressive, but it was also inconsistent with its accuracy, as it had gaps in contexts that arose occasionally. The regression proved that perceived usefulness, trust, and motivation were all helpful predictors of behavioral intention and that motivation mediated usability. This was supported by the qualitative results, which focused on the immediacy and supportiveness of ChatGPT. To conclude, ChatGPT is a useful and supplementary type of feedback compared to the one provided by a teacher because it helps to foster self-confidence and self-reliance in a student when editing the drafts.
Abdullah Alshayban· Ijaz Arabi Journal of Arabic...· 0 citations
The rapid integration of conversational AI tools in higher education necessitates a deeper understanding of learners’ sustained engagement with chatbot systems. This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT). Data were collected from 600 Indian higher education learners and analyzed using Covariance-based structural equation modeling (CB-SEM). The results demonstrate that perceived usefulness (PU) and perceived ease of use (PEU) play central roles in shaping learners’ attitudes (ATT), satisfaction (SAT), and continuance intention (CI). Confirmation (CON) emerged as a critical post-adoption factor, significantly influencing PU, SAT, and affective support (AS). Notably, AS and academic value (AV) contributed uniquely to learners’ CI, highlighting the AI chatbot’s socio-emotional and instrumental dimensions. ATT and SAT were also identified as strong predictors of sustained usage, and AI Self-Efficacy (AISE) positively influenced PEU. The model explained substantial variance in key endogenous constructs with CI (
R
2
= 0.740), thereby underpinning the model’s strong explanatory power. The findings extend TCT by integrating affective and academic value dimensions within chatbot-mediated learning contexts. Implications emphasize responsible pedagogical integration, balancing efficiency and emotional support with critical engagement, transparency, and meaningful human interaction in higher education.
K. Kavitha, V. P. Joshith· Journal of educational compu...· 0 citations
The rapid advancement of generative artificial intelligence (AI) tools like ChatGPT is transforming various sectors, including education. Although many are adopting ChatGPT for learning, not all students are embracing it. This is because there are contrasting views regarding its usefulness, ease of use, reliability, and ethical implications. ChatGPT acceptance and usage behaviour have been frequently studied through the Unified Theory of Acceptance and Use of Technology (UTAUT) model. However, it may not completely describe the features of AI. Hence, this paper extends the UTAUT model by incorporating two constructs specifically on AI, namely, Perceived Intelligence and Perceived Anthropomorphism as predictors of the ChatGPT usage behaviour. The study followed a quantitative research design. Purposive sampling was used to collect data from 384 students at a public university in Northern Malaysia. Data was analyzed through Partial Least Squares Structural Equation Modeling. The results showed that all six predictors have significant effects on the Behavioural Intention with 48.3% of variance. Behavioural Intention predicts the actual Use Behaviour with 16.5% of variance. The results highlight the robustness of the extended UTAUT model, where the two constructs become predictors of behavioural intention to use. This indicated students’ dependency on the perceived reasoning of ChatGPT. Based on these predictors, the study has constructed a behavioural model to determine the ChatGPT usage among university students. The findings contribute by demonstrating the validity of the extended UTAUT model. Additionally, practical recommendations are provided to universities, educators, and AI developers for integrating ChatGPT in academic settings.
Shafinah Farvin Packeer Mohamed, Fauziah Baharom, Haslina Mohd et al.· Journal of Information and C...· 0 citations
The study suggests that AI chatbots work best as a complement to human relationships rather than a substitute for them, in which AI helps with day-to-day emotional regulation while human friendships continue to anchor deeper emotional connection and stability.
Urvashi Chhabra Urvashi Chhabra· International Journal of Cre...· 0 citations
The emergence of artificial intelligence (AI) technologies has transformed teaching and learning practices in higher education institutions. Among all, ChatGPT has gained widespread attention as a learning assistant capable of supporting academic writing, idea generation, research assistance as well as personalised learning. Despite its increasing use among university students, concerns regarding academic integrity, reliability of information, ethical usage, and overdependence on AI technologies continue to raise questions about students’ acceptance and attitudes towards ChatGPT in educational settings. Therefore, the aim of this study is to examine the influence of perceived usefulness and perceived ease of use on attitudes as well as the influence of attitudes on behavioral intention to use ChatGPT as a learning assistant among students in higher education institutions. A quantitative cross-sectional research design was employed using a survey method. Data were collected from 250 undergraduate students from public and private higher education institutions in Malaysia through an online questionnaire distributed via Google Forms. The measurement items were adapted from previous validated studies and assessed using a five-point Likert scale. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM) through SmartPLS. The findings revealed that perceived usefulness and perceived ease of use significantly influenced students’ attitudes towards ChatGPT as a learning assistant. In addition, students’ attitudes significantly influenced behavioural intention to use ChatGPT for academic purposes. The structural model explained 68.7% of the variance in behavioural intention. The findings indicate that students generally hold positive attitudes towards ChatGPT and perceive the technology as useful, accessible, and supportive of learning activities. The study contributes to the growing literature on AI adoption in higher education by extending the Technology Acceptance Model (TAM) within the context of AI-powered conversational learning tools.
Nur Zainie Abd Hamid, Azlina Muzaini, Hairulniza Abd Rahman et al.· International Journal of Ent...· 0 citations