Factors Influencing the Acceptance of ChatGPT in High Education
An Integrated Model With PLS-SEM and fsQCA Approach
Bibliographic Data
| ID | 3252504 |
|---|---|
| Authors | Yipeng Zhao (0009-0009-0904-2630, Chengdu University of Technology), Yan Li (0000-0001-6650-7726, Chengdu University of Technology, corresponding author), Yuyao Xiao (Southwestern University of Finance and Economics), Haodong Chang (0000-0003-0639-279X, Chengdu University of Technology), Bo Liu (0000-0002-6536-517X, Chengdu University of Technology) |
| Year | 2024 |
| Volume | 14 |
| Issue | 4 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241289835 |
| OpenAlex | W4403518755 |
| Language | EN |
| Citations received | 17 |
| References cited | 74 |
The swift incorporation of artificial intelligence (AI) into higher education has significantly propelled the digital transformation of education. This advancement is crucial for educators aiming to augment teaching quality through AI technologies, such as ChatGPT. However, the acceptance of ChatGPT among college students remains underexplored. This paper aims to clarify the determinants influencing college students' acceptance of ChatGPT and to facilitate its widespread adoption in higher education. To achieve this, we integrate the Technology Readiness Index (TRI), Technology Acceptance Model (TAM), and Theory of Planned Behavior (TPB) to develop a novel research framework. Employing a mixed-method approach that includes PLS-SEM and fsQCA, we analyze data from 298 Chinese college students. Our findings indicate that discomfort and insecurity adversely affect Perceived Ease of Use (PEU) and Perceived Usefulness (PU) in the context of ChatGPT adoption. Additionally, both PEU and PU positively impact attitudes, which, in conjunction with Subjective Norms (SN) and Perceived Behavioral Control (PBC), bolster the intention to accept ChatGPT. Insights from fsQCA reveal that the acceptance of ChatGPT among students is not driven by a singular factor but by an amalgamation of these elements, underscoring the complex nature of technology adoption. The paper concludes with practical recommendations for educators and designers to refine curriculum design and teaching methodologies, boost student engagement and learning efficacy, and promote the broader adoption of educational technology
Business · Human–computer interaction · Knowledge management · Process management · Sociology · Structural equation modeling · Technology Acceptance Model · Usability · Artificial Intelligence in Healthcare and Education · Computer Science · Impact of AI and Big Data on Business and Society · Psychology · Technology Adoption and User Behaviour
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| Unique citing works | 17 |
|---|---|
| Citations per year | 17 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |