Examining the role of social influence, learning value and habit on students’ intention to use ChatGPT: the moderating effect of information accuracy in the UTAUT2 model

Abstract

This study examined factors influencing students’ intention to use ChatGPT using UTAUT2 model. The cross-sectional study is based on responses collected from 578 students selected through convenience sampling at a university in Nepal through a structured questionnaire. Using PLS-SEM, the study found that habit (β = 0.315, p < 0.001), learning value (β = 0.254, p < 0.001), and social influence (β = 0.127, p < 0.001) were the significant factors positively affecting students’ intention to use ChatGPT. In contrary, effort expectancy, hedonic motivation, facilitating conditions, and performance expectancy did not significantly influence intention to use. The study extended the UTAUT2 model by incorporating information accuracy as a moderating variable. However, information accuracy of ChatGPT did not moderate the hypothesized relationships. This study provides valuable insights for intention to use ChatGPT in education, with a unique focus on the moderating role of information accuracy. The findings offer practical implications for enhancing the adoption and effectiveness of AI tools in education, contributing significantly to the literature on educational technology.

Keywords

• ChatGPT
• higher education students
• information accuracy
• intention to use
• technology acceptance
• UTAUT2 model