article · British Journal of Educational Technology
University students evaluate generative artificial intelligence tools such as ChatGPT through expectations of performance, ease of use, and social influence. Data gathered from six universities across Poland and Egypt shows that these three core factors directly shape students' intentions to adopt such systems. In turn, these intentions, when supported by facilitating conditions, directly guide actual usage behaviour. The research also investigates how demographic factors, specifically gender and level of study, moderate these adoption dynamics. Addressing these adoption drivers requires tailored strategies within higher education institutions. Suggested institutional measures include targeted awareness campaigns, bespoke training programmes, and the design of more intuitive educational artificial intelligence interfaces. These steps help universities incorporate generative artificial intelligence effectively while managing student perceptions and addressing practical adoption hurdles in diverse educational environments.
Generative artificial intelligence is rapidly entering academic settings, making it essential to understand why students adopt or reject these tools. Identifying the factors that drive usage helps university educators and policymakers establish clear guidelines, design targeted training programmes, and address student needs. This ensures generative systems are used responsibly and productively rather than being adopted without guidance or institutional support.
The findings directly apply to educational technology developers and university administrators aiming to deploy or integrate artificial intelligence tools. Insights regarding intuitive tool design and facilitating conditions point towards applied recommendations for software user experience and institutional training programmes. While ChatGPT is already on the market, the specific institutional support systems, customised training workflows, and tailored interface designs recommended by the research remain at an applied planning and operational stage.
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Abstract This study delves into the implications of incorporating AI tools, specifically ChatGPT, in higher education contexts. With a primary focus on understanding the acceptance and utilization of ChatGPT among university students, the research utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) as the guiding framework. The investigation probes into four crucial constructs of UTAUT—performance expectancy, effort expectancy, social influence and facilitating conditions—to understand their impact on the intent and actual use behaviour of students. The study relies on data collected from six universities in two countries and assessed through descriptive statistics and structural equation modelling techniques, and also takes into account participants' gender and study level. The key findings show that performance expectancy, effort expectancy, and social influence significantly influence behavioural intention. Furthermore, behavioural intention, when considered alongside facilitating conditions, influences actual use behaviour. This research also explores the moderating impact of gender and study level on the relationships among these variables. The results not only augment our comprehension of technology acceptance in the context of AI tools but also provide valuable input for formulating strategies that promote effective incorporation of ChatGPT in higher education. The study underscores the need for effective awareness initiatives, bespoke training programmes, and intuitive tool designs to bolster students' perceptions and foster the wider adoption of AI tools in education. Practitioner notes What is already known about this topic ChatGPT is a tool that is quickly gaining worldwide recognition. ChatGPT helps with writing essays and solving assignments. ChatGPT raises ethical concerns about authorship, plagiarism and ethics. What this paper adds This study explores students' acceptance of ChatGPT as an aid in their education, which has not been studied previously. We used the extended Unified Technology Acceptance and Use of Technology theory to test what factors mostly influence the use of ChatGPT by students. We conducted a multiple study in Poland and Egypt based on sampling strategy from six universities. Implications for practice and/or policy ChatGPT is a global game changer and should be incorporated into study programmes. The limitations of ChatGPT should be well explained and known since it is prone to making mistakes. Higher education teachers should be aware of ChatGPT's capabilities.
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DOI: 10.1111/bjet.13425
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