Jun 2026· International Journal of Entrepreneurship and Management Practices· Vol 11, pp. 968· 0 citations· 15 references
TL;DR
Perceived usefulness and perceived ease of use significantly influenced students’ attitudes towards ChatGPT as a learning assistant and students’ attitudes significantly influenced behavioural intention to use ChatGPT for academic purposes.
Abstract
The emergence of artificial intelligence (AI) technologies has transformed teaching and learning practices in higher education institutions. Among all, ChatGPT has gained widespread attention as a learning assistant capable of supporting academic writing, idea generation, research assistance as well as personalised learning. Despite its increasing use among university students, concerns regarding academic integrity, reliability of information, ethical usage, and overdependence on AI technologies continue to raise questions about students’ acceptance and attitudes towards ChatGPT in educational settings. Therefore, the aim of this study is to examine the influence of perceived usefulness and perceived ease of use on attitudes as well as the influence of attitudes on behavioral intention to use ChatGPT as a learning assistant among students in higher education institutions. A quantitative cross-sectional research design was employed using a survey method. Data were collected from 250 undergraduate students from public and private higher education institutions in Malaysia through an online questionnaire distributed via Google Forms. The measurement items were adapted from previous validated studies and assessed using a five-point Likert scale. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM) through SmartPLS. The findings revealed that perceived usefulness and perceived ease of use significantly influenced students’ attitudes towards ChatGPT as a learning assistant. In addition, students’ attitudes significantly influenced behavioural intention to use ChatGPT for academic purposes. The structural model explained 68.7% of the variance in behavioural intention. The findings indicate that students generally hold positive attitudes towards ChatGPT and perceive the technology as useful, accessible, and supportive of learning activities. The study contributes to the growing literature on AI adoption in higher education by extending the Technology Acceptance Model (TAM) within the context of AI-powered conversational learning tools.
The rapid integration of artificial intelligence (AI) technologies into educational environments has significantly transformed students’ learning experiences, particularly in higher education. Among these innovations, AI-based chatbots have emerged as accessible and interactive tools that support academic engagement beyond the classroom. In the Nigerian context, where digital learning adoption is steadily increasing, university students are increasingly utilizing AI chatbots for post-class review, clarification of concepts, and self -directed learning. This study examined the influence of AI -based chatbots on university students’ post -class review practices, learning attitudes, and motivation in North Central Nigeria. A descriptive research design of the surv ey type was adopted for the study. The target population comprised undergraduate students from selected universities within the region. A structured questionnaire was used as the primary instrument for data collection. The data collected were analyzed using descriptive statistics, including mean scores, standard deviation, and frequency distributions. The findings of the study revealed that AI -based chatbots significantly support students’ post-class review by providing immediate feedback, simplifying complex concepts, and enhancing independent learning. The results further indicated a positive relationship between chatbot usage and students’ learning attitudes, as students demonstrated increased interest, engagement, and willingness to explore academic content beyond formal lectures. Additionally, the study found that the use of AI chatbots contributes to improved academic motivation, as students reported greater confidence in their understanding of course materials and a heightened sense of academic autonomy. Based on these findings, the study concludes that AI -based chatbots play a crucial role in enhancing post -class learning experiences, fostering positive learning attitudes, and improving motivation among university students in North Central Nigeria. It is therefore recommended that universities integrate AI -driven learning tools into their instructional support systems, provide digital literacy training for students, and establish guidelines for the effective and ethical use of AI technologies in academic settings. Further research is also suggested to explore long-term impacts and potential challenges associated with AI-assisted learning in Nigerian higher education.
K. Nuhu, O. Samuel, S. A. Hassan et al.· Australian Journal of Busine...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Artificial Intelligence (AI) has emerged as a transformative technological development in the field of education. AI-based tools such as ChatGPT, Google Gemini, Microsoft Copilot etc. are increasingly being used by students for learning, information seeking, understanding difficult concepts, generating ideas, writing assistance and other academic activities. Although AI can provide several educational benefits, its increasing use has also raised concerns related to academic integrity, overdependence on technology, misinformation, privacy, creativity, and the development of independent thinking. In this context, the present study was conducted to examine the attitude of undergraduate students towards the use of Artificial Intelligence in education and to compare their attitudes in terms of gender and academic discipline. The study employed a descriptive survey method. The sample consisted of 200 undergraduate students selected from 10 provincialized degree colleges of Kamrup District of Assam through a stratified random sampling technique. Data were collected using a self-constructed and standardized five-point Likert-type questionnaire. The findings revealed that undergraduate students had a positive attitude towards the use of Artificial Intelligence in education. Likewise, no statistically significant difference was found between male and female students in their attitude towards AI. However, a statistically significant difference was found between Arts and Science students with Science students demonstrating a more positive attitude than Arts students. The study highlights the need for promoting AI literacy and providing appropriate guidance to undergraduate students for the effective, ethical and responsible use of Artificial Intelligence in education.
Abinash Neog· International Journal For Mu...· 0 citations
The development of Artificial Intelligence (AI), especially ChatGPT, has brought changes in the learning process in universities and encouraged students to utilize technology to support academic activities. This condition makes it important to find out how students perceive the use of ChatGPT in lectures. This study aims to analyze students' perception of the use of ChatGPT from the aspects of utilization, digital literacy, and academic ethics. This study uses a survey method with a quantitative descriptive approach. Data was collected through an online questionnaire using Google Form to students of the Educational Technology Study Program, Faculty of Education and Psychology, Semarang State University, class of 2022–2025 who were selected using random sampling techniques. The research instrument was in the form of a closed questionnaire with a five-point Likert scale, while the data was analyzed using descriptive statistics through the calculation of mean and percentage. The results of the study show that students have a very positive perception of the use of ChatGPT in lecture activities, which is reflected in the aspects of utilization, digital literacy, and academic ethics. These findings show that ChatGPT is seen as a technology that is able to support the learning process if used wisely, accompanied by digital literacy skills, and still paying attention to academic ethics. This research contributes to enriching the study of the use of AI in higher education and can be a reference for the development of learning that integrates AI effectively and responsibly.
Farakh Lisda Aulia, Sony Zulfikasari· Jurnal Penelitian Pendidikan· 0 citations
The proliferation of artificial intelligence tools, most notably ChatGPT, has driven fundamental shifts in pedagogical approaches and methodologies within general education. In the context of contemporary digital transformation in education, this study explores the factors influencing high school students' attitudes toward utilizing ChatGPT in mathematics learning. Quantitative data were gathered from 389 valid survey responses from high school students in Hanoi and several other provinces, including Lao Cai and Phu Tho. Drawing upon the theoretical framework of Unified Theory of Acceptance and Use of Technology, the empirical analysis indicates that Performance Expectancy, Effort Expectancy, and Social Influence exert statistically significant positive impacts on students' attitudes toward ChatGPT usage; conversely, technology anxiety exhibits a negative impact. These findings initially provide a scientific foundation to support educational institutions in formulating effective strategies to integrate digital tools like ChatGPT into the curriculum, thereby enhancing digital technology application capabilities across the education sector.
Nguyen Thi Dan Linh, Phan Hoàng Châu Minh, Đinh Nguyễn Ngọc Anh et al.· Social Science and Human Res...· 0 citations
In recent years, artificial intelligence (AI) technologies have become increasingly prominent in education, with ChatGPT emerging as a notable tool that enhances learning experiences. This study explores teachers’ attitudes towards the adoption of ChatGPT as a learning technology, focusing on its potential benefits, limitations and implications for education. A quantitative approach was employed, involving an online survey targeting university educators. The survey assessed teachers’ perceptions of ChatGPT in higher education and identified barriers to its implementation. The conceptual framework integrates elements from the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology and insights from risk perception theory. Data analysis was conducted using Partial Least Squares Structural Equation Modelling with SMART PLS software, ensuring reliability and discriminant validity. Findings indicate that most teachers view ChatGPT as an effective tool for enhancing student motivation, personalised learning and critical thinking. While teaching experience fosters positive perceptions and reduces perceived risks, it does not significantly influence challenges or trust in adoption decisions. Nonetheless, challenges persist, particularly regarding the reliability of information generated by ChatGPT. This study can assist policymakers, educators and technology developers in collaborating to implement practical and ethical AI-enabled tools like ChatGPT. Ultimately, while ChatGPT holds significant potential as an educational technology, its effectiveness hinges on addressing technical and pedagogical challenges.
Latifa Alzahrani· International journal of res...· 0 citations
