ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone

Abstract

Abstract As technology continues to advance, the integration of generative artificial intelligence tools in various sectors, including education, has gained momentum. ChatGPT, an extensively recognized language model created by OpenAI, has gained significant importance, particularly in education. This study investigates the awareness, acceptance, and adoption of ChatGPT, a state-of-the-art language model developed by OpenAI, in higher education institutions across China. This study applies the partial least squares structural equation modeling (PLS-SEM) method for examining data collected from 320 Chinese university students. The study’s conceptual framework integrates key determinants from the Technology Acceptance Model (TAM) and extends it by incorporating perceived intelligence as a critical factor in the adoption process. The study findings reveal that ChatGPT awareness significantly influences the intention to adopt ChatGPT. Perceived ease of use, usefulness, and intelligence significantly mediate the association between ChatGPT awareness and adoption intention of ChatGPT. Additionally, perceived trust significantly moderates the relationship between ChatGPT awareness and perceived ease of use, usefulness, and intelligence. Moving forward, in order to maintain students’ critical thinking skills and inventiveness in their assessment writing, assessments must promote the safe use of ChatGPT. Therefore, educators will be crucial in ensuring that artificial intelligence tools are used in assessments ethically and suitably by providing clear guidelines and instructions.

Keywords

• ChatGPT adoption intention
• Perceived trust
• Perceived ease of use
• ChatGPT awareness
• Perceived usefulness
• Perceived intelligence