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Determinants of ChatGPT adoption among students in higher education: the moderating effect of trust

Behzad Foroughi (Program in International Business Administration, I-Shou University, Kaohsiung, Taiwan)
Mohammad Iranmanesh (La Trobe Business School, La Trobe University, Melbourne, Australia)
Morteza Ghobakhloo (Division of Industrial Engineering and Management, Uppsala University, Uppsala, Sweden and School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania)
Madugoda Gunaratnege Senali (School of Business and Law, Edith Cowan University, Joondalup, Australia)
Nagaletchimee Annamalai (School of Distance Education, Universiti Sains Malaysia (USM), George Town, Malaysia)
Bita Naghmeh-Abbaspour (Program in International Business Administration, I-Shou University, Kaohsiung, Taiwan and School of Distance Education, Universiti Sains Malaysia (USM), George Town, Malaysia)
Abderahman Rejeb (University of Rome Tor Vergata, Rome, Italy and Faculty of Business and Economics, Széchenyi István University, Győr, Hungary)

The Electronic Library

ISSN: 0264-0473

Article publication date: 14 October 2024

247

Abstract

Purpose

ChatGPT is a cutting-edge chatbot powered by artificial intelligence that could revolutionise and advance the teaching and learning process. Drawing on the technology acceptance model (TAM) and information system (IS) success model, this study aims to investigate determinants of students’ intention to use ChatGPT for education purposes.

Design/methodology/approach

The partial least squares technique was used to analyse 406 usable data collected from university students in Malaysia.

Findings

The results confirmed the relationships between perceived usefulness (PU), perceived ease of use (PEU), attitude and intention to use proposed by TAM. PU and PEU are influenced by system quality. Surprisingly, trust in information moderates negatively the influences of PEU and PU on attitude.

Practical implications

The findings provide insight for higher education institutions, unit instructors and ChatGPT developers on what may promote the use of ChatGPT in higher education.

Originality/value

The study contributes to the literature by exploring the determinants of ChatGPT adoption, extending the TAM model by incorporating IS success factors and assessing the moderating effect of trust in information.

Keywords

Acknowledgements

Data availability: The data supporting the findings of this study are available from the corresponding author upon reasonable request.

Declaration of competing interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Citation

Foroughi, B., Iranmanesh, M., Ghobakhloo, M., Senali, M.G., Annamalai, N., Naghmeh-Abbaspour, B. and Rejeb, A. (2024), "Determinants of ChatGPT adoption among students in higher education: the moderating effect of trust", The Electronic Library, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/EL-12-2023-0293

Publisher

:

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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