ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy

Abstract

This study sought to understand students’ intentions regarding the use of ChatGPT in learning from the perspective of perceived value, exploring the influence of artificial intelligent (AI) literacy. Drawing on a sample of 676 university students from diverse academic backgrounds, we employed a structured survey questionnaire to measure their perceptions of ChatGPT as a learning tool. The collected data were then analyzed using structural equation modeling (SEM) via SmartPLS 4 software. The findings showed a strong effect of the students’ perceived value of ChatGPT on their intention to use it. Our findings suggest that perceived usefulness, perceived enjoyment and perceived fees had a significant influence on students’ perceived value of ChatGPT, while perceived risk showed no effect. Moreover, the role of AI literacy emerged as pivotal in shaping these perceptions. Students with higher AI literacy demonstrated an enhanced ability to discern the value of ChatGPT. AI literacy proved to be a strong predictor of students’ perception of usefulness, enjoyment, and fees for using ChatGPT in learning. However, AI literacy did not have an impact on students’ perceptions of using ChatGPT in learning. This study underscores the growing importance of integrating AI literacy into educational curricula to optimize the reception and utilization of innovative AI tools in academic scenarios. Future interventions aiming to boost the adoption of such tools should consider incorporating AI literacy components to maximize perceived value and, subsequently, use intention.

Keywords

• ChatGPT
• AI
• perceived value
• AI literacy
• higher education