ISSN: 2226-6348
Open access
ChatGPT has become one of the most heated discussion in academia. With the continuous development of educational technology, ChatGPT is a kind of natural language processing technology which is widely applied in language models, dialogue systems and other fields. However, the factors influencing the sustained use of ChatGPT by university students have not been thoroughly explored. Therefore, this study aimed to delve into the willingness of university students to continue using ChatGPT and identify its influencing and related factors. For this purpose, this study employed quantitative correlational analysis by randomly selecting 400 students for a survey. The data was analyzed using SPSS and AMOS software. Based on the analysis, it can be concluded that perceived usefulness, perceived ease of use, social impact, convenience, and perceived interest had an impact on the willingness of university students to use ChatGPT. Based on this, corresponding strategies and research shortcomings were also presented in this study.
Adetayo, A. J. (2023). Artificial intelligence chatbots in academic libraries: the rise of ChatGPT. Library Hi Tech News, 40(3), 18–21. https://doi.org/10.1108/LHTN-01-2023-0007
AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and
Composition Courses. Journal of Artificial Intelligence and Technology, 1–21. https://doi.org/10.37965/jait.2023.0184
Atlas, S. (2023). ChatGPT for Higher E ChatGPT for Higher Education and Pr ducation and Professional De essional Development: A Guide to Conversational AI. Retrieved June 13th, 2023 from https://digitalcommons.uri.edu/cba_facpubs
Cohen, J. (1988). Set Correlation and Contingency Tables. Applied Psychological Measurement, 12(4), 425–434. https://doi.org/10.1177/014662168801200410
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007).
Qualitative Research Designs: Selection and Implementation. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry & research design?: choosing among five approaches (2nd ed.). Sage Publications.
Cui, Y. H., Bai, F., & Zhang, R. X. (2023). The Application, Risks, and Countermeasures of ChatGPT in the Field of Higher Education. Retrieved April 23rd, 2023 from https://kns.cnki.net/kcms/detail/50.1205.T.20230411.1545.002.html
Eke, O. D. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13. https://doi.org/10.1016/j.jrt.2023.100060
Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students’ learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 1–19. https://doi.org/10.1186/s41239-022-00362-6
Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A., & Hatta, H. (2023). Analysing the Role of ChatGPT in Improving Student Productivity in Higher Education. Journal on Education, 5(4), 14886-14891. https://doi.org/10.31004/joe.v5i4.2563
Feng, Y. H. (2023). The Application Value, Potential Ethical Risks, and Governance Paths of ChatGPT in the Education Field. Ideological and Theoretical Education, (04), 26–32. https://doi.org/10.16075/j.cnki.cn31-1220/g4.2023.04.013
Firaina, R., & Sulisworo, D. (2023). Exploring the Usage of ChatGPT in Higher Education: Frequency and Impact on Productivity. Buletin Edukasi Indonesia, 2(01), 39–46. https://doi.org/10.56741/bei.v2i01.310
Hassani, H., & Silva, E. S. (2023). The Role of ChatGPT in Data Science: How AI-Assisted Conversational Interfaces Are Revolutionizing the Field. Big Data and Cognitive Computing, 7(2), 62. https://doi.org/10.3390/bdcc7020062
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3),607–610. https://doi.org/10.1177/001316447003000308
Lee, H. (2023). The Rise of ChatGPT: Exploring Its Potential in Medical Education. Anatomical Sciences Education. https://doi.org/10.1002/ase.2270
Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4). http://dx.doi.org/10.3390/educsci13040410
Luo, S. Q., & Tan, A. L. (2023) The logical transformation and practical path of educational development in the context of ChatGPT application. Social Sciences, (05), 7-15.
O’brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41(5), 673–690. https://doi.org/10.1007/s11135-006-9018-6
OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. McGraw-hill education (UK).
Qadir, J. (2023). Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education. IEEE Global Engineering Education Conference (EDUCON), 1–9. https://doi.org/10.1109/EDUCON54358.2023.10125121
QS Quacquarelli Symonds. (2022). QS World University Rankings 2022. Retrieved June 13th, 2023 from https://www.topuniversities.com/university-rankings/world-university-rankings/2022
Rahman, M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 57–83. https://doi.org/10.3390/app13095783
Roscoe, J. T. (1975). Fundamental research statistics for the behavioral sciences. Holt, Rinehart and Winston.
Rospigliosi, P. A. (2023). Artificial intelligence in teaching and learning: what questions should we ask of ChatGPT? Interactive Learning Environments, 31(1), 1-3. https://doi.org/10.1080/10494820.2023.2180191
Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887
Stokel-walker, C. (2022). AI Bot ChatGPT Writes Smart Essays - Should Professors Worry? Nature. https://doi.org/10.1038/d41586-022-04397-7
Susnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? https://doi.org/10.48550/arxiv.2212.09292
Tang, D. P., & Liu, Y. C. (2023). Exploring the Impact of ChatGPT on Accounting Education, Teaching, and Academic Integrity in China. Business Accounting, (08), 36–37.
Thunstrom, A. O. (2022). We asked GPT-3 to write an academic paper about itself: Then we tried to get it published. Scientific American, 30.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Topsakal, O., & Topsakal, E. (). Framework for A Foreign Language Teaching Software for Children Utilizing AR, Voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7 (2) , 33-38 . https://doi.org/10.52876/jcs.1227392
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Wang, M. Y., Wang, D., Liang, W. Y., & Liu, C. C. (2023). Aladdin’s Lamp or Pandora’s Box: The Potential and Risks of ChatGPT Educational Applications. Research on Modern Distance Education, (02), 48–46.
Zheng, Y. L., & Li, J. R. (2021). The Analysis of the UTAUT-Based Mobile Learning Studies—Taking International Journals from 2017 to 2021 as Examples. Educational Progress, 11(4). https://doi.org/10.12677/AE.2021.114176
In-Text Citation: (Yifan et al., 2023)
To Cite this Article: Yifan, W., Mengmeng, Y., & Omar, M. K. (2023). “A Friend or A Foe” Determining Factors Contributed to the Use of ChatGPT among University Students. International Journal of Academic Research in Progressive Education and Development, 12(2), 2184–2201.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode