Zaenal Abidin, Kongkiti Phusavat, Riza Arifudin, Endang Sugiharti
ChatGPT has generated significant interest and discussion within the academic community since its initial introduction. This study aims to investigate the students' intentions to use ChatGPT for educational purposes in higher education. A proposed conceptual model based on the unified theory of acceptance and use of technology model-2 (UTAUT2) was employed in this current study. A total of 575 data obtained from a questionnaire survey of higher education students were analyzed using partial least square-structural equation modeling (PLS-SEM). The results of the hypothesis testing revealed that both cognitive attitude and emotional attitude have a significant influence on the intention to use ChatGPT. The cognitive attitude was influenced by performance expectancy and effort expectancy. Affective attitudes were shaped by factors such as novelty value, performance expectancy, hedonic motivation, and effort expectancy. © 2024 IEEE.
Universitas Negeri Semarang, Semarang, Indonesia; Kasetsart University, Faculty of Engineering, Bangkok, Thailand
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