Exploring Student Perceptions and Acceptance of ChatGPT in Enhanced AI-Assisted Learning

The rapid advancement of artificial intelligence (AI) technologies has markedly transformed various sectors, including the education area. This study aims to explore how the integration of AI ChatGPT influences students’ learning experiences and their acceptance of this technology as a supportive learning resource. A quantitative approach, grounded in the Technology Acceptance Model (TAM), was utilized, and additional variables of Experience and Self-Efficacy were considered. Students underwent a learning process assisted by ChatGPT for three weeks, and then they were surveyed using a five-point Likert scale-based questionnaire. The data collected was analyzed using SmartPLS for path modeling. The results indicated that Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Self-Efficacy significantly influenced students’ Attitudes Towards Using (ATU) ChatGPT. Subsequently, ATU positively affected their Behavioral Intention to Use (BIU) tool, which, in turn, significantly predicted Actual Use (AUT). The experience was found to impact PEU directly but had no significant direct effect on PU. The study concludes that while students perceive ChatGPT as a useful and easy-to-use tool for learning, the extent of its actual application hinges significantly on their attitudes and self-efficacy. Educators looking to integrate AI tools into their learning activities can leverage these insights to foster more effective learning environments that resonate with students’ expectations and competencies.