Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA

Behzad Foroughi; Madugoda Gunaratnege Senali; Mohammad Iranmanesh; Ahmad Khanfar; Morteza Ghobakhloo; Nagaletchimee Annamalai; Bita Naghmeh-Abbaspour

doi:10.1080/10447318.2023.2226495

Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA

Behzad Foroughi
, Madugoda Gunaratnege Senali
, Mohammad Iranmanesh
, Ahmad Khanfar
, Morteza Ghobakhloo
, Nagaletchimee Annamalai
, Bita Naghmeh-Abbaspour

I-Shou University
Edith Cowan University
Uppsala University
Kaunas University of Technology
Universiti Sains Malaysia

Research output: Contribution to journal › Article › peer-review

309 Scopus citations

Abstract

ChatGPT can revolutionize education by enhancing student engagement and making learning more personalized. Drawing on UTAUT2, this study investigated determinants of intention to use ChatGPT for educational purposes. Data were gathered from 406 Malaysian students and analyzed using a hybrid approach including “partial least squares” (PLS) and “fuzzy-set qualitative comparative analysis” (fsQCA). PLS showed that performance expectancy, effort expectancy, hedonic motivation, and learning value significantly influence the intention to use ChatGPT. Furthermore, we found that personal innovativeness and information accuracy negatively moderate the associations between ChatGPT use and its determinants. While PLS demonstrated that social influence, facilitating conditions, and habit do not affect ChatGPT use, fsQCA revealed that all factors might affect the intention to use ChatGPT. fsQCA suggested that eight combinations of factors may lead to high ChatGPT use. The results hold various implications for ChatGPT developers, instructors, and universities and provide insights for accelerating ChatGPT adoption.

Original language	English
Pages (from-to)	4501-4520
Number of pages	20
Journal	International Journal of Human-Computer Interaction
Volume	40
Issue number	17
DOIs	https://doi.org/10.1080/10447318.2023.2226495
State	Published - 2024
Externally published	Yes

Keywords

ChatGPT
Chatbot
UTAUT2
artificial intelligence
personal innovativeness
students
technology adoption

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10.1080/10447318.2023.2226495

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title = "Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA",

abstract = "ChatGPT can revolutionize education by enhancing student engagement and making learning more personalized. Drawing on UTAUT2, this study investigated determinants of intention to use ChatGPT for educational purposes. Data were gathered from 406 Malaysian students and analyzed using a hybrid approach including “partial least squares” (PLS) and “fuzzy-set qualitative comparative analysis” (fsQCA). PLS showed that performance expectancy, effort expectancy, hedonic motivation, and learning value significantly influence the intention to use ChatGPT. Furthermore, we found that personal innovativeness and information accuracy negatively moderate the associations between ChatGPT use and its determinants. While PLS demonstrated that social influence, facilitating conditions, and habit do not affect ChatGPT use, fsQCA revealed that all factors might affect the intention to use ChatGPT. fsQCA suggested that eight combinations of factors may lead to high ChatGPT use. The results hold various implications for ChatGPT developers, instructors, and universities and provide insights for accelerating ChatGPT adoption.",

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author = "Behzad Foroughi and Senali, \{Madugoda Gunaratnege\} and Mohammad Iranmanesh and Ahmad Khanfar and Morteza Ghobakhloo and Nagaletchimee Annamalai and Bita Naghmeh-Abbaspour",

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AU - Iranmanesh, Mohammad

AU - Khanfar, Ahmad

AU - Ghobakhloo, Morteza

AU - Annamalai, Nagaletchimee

AU - Naghmeh-Abbaspour, Bita

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AB - ChatGPT can revolutionize education by enhancing student engagement and making learning more personalized. Drawing on UTAUT2, this study investigated determinants of intention to use ChatGPT for educational purposes. Data were gathered from 406 Malaysian students and analyzed using a hybrid approach including “partial least squares” (PLS) and “fuzzy-set qualitative comparative analysis” (fsQCA). PLS showed that performance expectancy, effort expectancy, hedonic motivation, and learning value significantly influence the intention to use ChatGPT. Furthermore, we found that personal innovativeness and information accuracy negatively moderate the associations between ChatGPT use and its determinants. While PLS demonstrated that social influence, facilitating conditions, and habit do not affect ChatGPT use, fsQCA revealed that all factors might affect the intention to use ChatGPT. fsQCA suggested that eight combinations of factors may lead to high ChatGPT use. The results hold various implications for ChatGPT developers, instructors, and universities and provide insights for accelerating ChatGPT adoption.

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KW - Chatbot

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KW - artificial intelligence

KW - personal innovativeness

KW - students

KW - technology adoption

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ER -

Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA

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Keywords

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