Student Attitudes towards Chat GPT: A Technology Acceptance Model Survey
International Educational Review, Volume 1, Issue 1, April 2023, pp. 57-83
OPEN ACCESS VIEWS: 1893 DOWNLOADS: 2924 Publication date: 15 Apr 2023
OPEN ACCESS VIEWS: 1893 DOWNLOADS: 2924 Publication date: 15 Apr 2023
This study aimed to develop and validate an instrument to explore university students' perception of Chat GPT, while also investigating potential variations across gender, grade level, major, and prior experience with using Chat GPT. Employing a quantitative research approach, the study involved 239 students enrolled in the Science and Mathematics Education Program at a private university in Almaty, Kazakhstan. The results indicated an overall positive perception of Chat GPT among the participants. Notably, the only significant disparity in perception between male and female students was observed in the dimension of "Perceived ease of use." Moreover, no significant differences were found across any survey dimensions when comparing students from different grade levels (first to fourth grade). However, statistically significant differences emerged in the dimension of "Perceived social influence" between Mathematics majors and Chemistry-Biology majors, as well as between Chemistry-Biology majors and Physics-Informatics majors. Additionally, except for the dimension of "Perceived social influence," statistically significant differences were observed among groups based on their prior experience using artificial intelligence (AI) or chatbots. These findings provide valuable insights into university students' perceptions of Chat GPT and highlight the influence of factors such as gender, major, and prior experience on their perceptions. The implications of these findings can inform the design and implementation of educational technologies involving AI-based chat systems in higher education settings.
Student attitudes, Chat GPT, Technology acceptance model, Educational technology, Artificial intelligence, Natural language processing, Student perceptions, User acceptance, User experience, Learning outcomes, Student engagement, Technology integration, Higher education, Online learning, Pedagogy
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