How understanding the limitations and risks of using ChatGPT can contribute to willingness to use

Abstract

Abstract Generative Artificial Intelligence (GAI) holds promise for enhancing the educational experience by providing personalized feedback and interactive simulations. While its integration into classrooms would improve education, concerns about how students may use AI in the class has prompted research on the perceptions related to the intention to implement GAI, such as perceived benefits, limitations and associated risks in teaching and learning practices. This study examines the perceptions of GAI among 366 students in the United Arab Emirates based on survey results. To do that, initially factor analysis was utilized to identify the relevant scales, followed by comparing the mean values for each scale based on the extent of agreement with the statement regarding students' willingness to use ChatGPT. The study revealed a high awareness among respondents regarding the benefits, limitations, and risks of using ChatGPT. The research confirms that awareness of potential benefits is related to the intention to use ChatGPT in the future. Contrary to expectations, a positive relationship was found between awareness of limitations and the intention to use ChatGPT, challenging traditional views that limitations act as barriers. Similarly, awareness of risks is positively related to the willingness to use ChatGPT, suggesting a nuanced relationship between risk perception and technology adoption in education.The current study provides new insights into the importance of informing individuals about the limitations and risks of ChatGPT, in addition to its benefits, as these factors are closely related to making a positive decision regarding its further usage.

Keywords

• Educational technology
• Generative artificial intelligence (GAI)
• Limitations awareness
• Perceived benefits
• Technology adoption