Exploration of ChatGPT adoption among italian university students: an application of the technology acceptance model
TL;DR
Investigation of the adoption of ChatGPT among 409 Italian university students finds 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.
Abstract
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.