ChatGPT adoption risks and cognitive achievement among tourism and hospitality college students: from faculty member perspective

Abstract

Purpose Despite ChatGPT usage advantages to complete assignments as quickly as possible with detailed information, its adoption risks are crucial factors that may significantly influence student outcomes, like creative skills and achievement levels. Hence, this paper examines the potential effects of ChatGPT adoption risks on students’ cognitive achievement, underpinned by perceived risk theory (PRT). Further, this paper examines the mediating role of creative thinking levels among hospitality college students. Design/methodology/approach This paper employed a quantitative approach to collect data. Using an online survey, simple random sampling was employed to ensure bias. Hence, 267 faculty members at tourism and hospitality colleges affiliated with Egyptian public universities responded, and their responses were tested using SmartPLS v.4. Findings Creative thinking partially mediated five potential risks of students’ ChatGPT adoption effects on their cognitive achievement. More specifically, psychological risks of ChatGPT adoption among students are considered one of the most likely to reduce their levels of creative thinking and their ability to achieve achievement. Practical implications This paper provides insights for policymakers aimed at enhancing higher education quality in tourism and hospitality colleges. Accordingly, this paper concludes by highlighting the importance of addressing ChatGPT adoption’s psychological risks, integrating strategies to promote creative thinking among students and fostering responsible artificial intelligence usage in higher education. Originality/value This paper underscores the critical role of faculty members in navigating and mitigating these risks, fostering a more conducive learning environment for responsible ChatGPT usage.