University Educators Perspectives on ChatGPT: A Technology Acceptance Model-Based Study
By: Muna Barakat, Nesreen A. Salim and Malik Sallam
References
- Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., Khatib, S. E., Rahal, M., Sahban, A., Abdelaziz, D. H., Mansour, N. O., AlZayer, R., Khalil, R., Fekih-Romdhane, F., Hallit, R., … Sallam, M. (2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Scientific Reports, 14(1), 1983. 10.1038/s41598-024-52549-8
- Adarkwah, M. A., Amponsah, S., van Wyk, M. M., Huang, R., Tlili, A., Shehata, B., Metwally, A. H. S., & Wang, H. (2023). Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study. Journal of Applied Learning and Teaching, 6(2). 10.37074/jalt.2023.6.2.26
- Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M. K., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness and safety in education. Humanities and Social Sciences Communications, 10(1), 311. 10.1057/s41599-023-01787-8
- Akour, A., Al-Tammemi, A. B., Barakat, M., Kanj, R., Fakhouri, H. N., Malkawi, A., & Musleh, G. (2020). The Impact of the COVID-19 Pandemic and Emergency Distance Teaching on the Psychological Status of University Teachers: A Cross-Sectional Study in Jordan. Am J Trop Med Hyg, 103(6), 2391–2399. 10.4269/ajtmh.20-0877
- Aksoy, D. A., & Kursun, E. (2024). Behind the Scenes: A Critical Perspective on GenAI and Open Educational Practices [Article]. Open Praxis, 16(3), 457–470. 10.55982/openpraxis.16.3.674
- Al-Adwan, A. S. (2024). The Government Metaverse: Charting the Coordinates of Citizen Acceptance. Telematics and Informatics, 88, 102109. 10.1016/j.tele.2024.102109
- Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A. (2023). “Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”. Education and Information Technologies, 28(11), 15381–15413. 10.1007/s10639-023-11816-3
- Al-Hattami, H. M. (2023). Understanding perceptions of academics toward technology acceptance in accounting education. Heliyon, 9(1),
e13141 . 10.1016/j.heliyon.2023.e13141 - Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282. 10.1080/23311916.2023.2283282
- Alassafi, M. O. (2022). E-learning intention material using TAM: A case study. Mater Today Proc, 61, 873–877. 10.1016/j.matpr.2021.09.457
- Albayati, H. (2024). Investigating undergraduate students’ perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study. Computers and Education: Artificial Intelligence, 6, 100203. 10.1016/j.caeai.2024.100203
- Alqudah, I., Barakat, M., Muflih, S. M., & Alqudah, A. (2023). Undergraduates’ perceptions and attitudes towards online learning at Jordanian universities during COVID-19. Interactive Learning Environments, 31(9), 5781–5798. 10.1080/10494820.2021.2018617
- Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 107266. 10.1016/j.chb.2022.107266
- Arif, T. B., Munaf, U., & Ul-Haque, I. (2023). The future of medical education and research: Is ChatGPT a blessing or blight in disguise? Med Educ Online, 28(1), 2181052. 10.1080/10872981.2023.2181052
- Bahar, G., & Nadeem, F. (2024). From Chat bots to Virtual Tutors: An Overview of Chat GPT's Role in the Future of Education. Archives of Pharmacy Practice, 15(2), 43–52. 10.51847/TOuppjEDSX
- Blut, M., & Wang, C. (2020). Technology readiness: a meta-analysis of conceptualizations of the construct and its impact on technology usage. Journal of the Academy of Marketing Science, 48(4), 649–669. 10.1007/s11747-019-00680-8
- Bozkurt, A. (2023). Unleashing the Potential of Generative AI, Conversational Agents and Chatbots in Educational Praxis: A Systematic Review and Bibliometric Analysis of GenAI in Education [Article]. Open Praxis, 15(4), 261–270. 10.55982/openpraxis.15.4.609
- Bubaš, G., Čižmešija, A., & Kovačić, A. (2024). Development of an Assessment Scale for Measurement of Usability and User Experience Characteristics of Bing Chat Conversational AI. Future Internet, 16(1), 4. 10.3390/fi16010004
- Chahal, J., & Rani, N. (2022). Exploring the acceptance for e-learning among higher education students in India: combining technology acceptance model with external variables. Journal of Computing in Higher Education, 34(3), 844–867. 10.1007/s12528-022-09327-0
- Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. 10.1186/s41239-023-00408-3
- Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63, 160–175. 10.1016/j.compedu.2012.12.003
- Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100197. 10.1016/j.caeai.2023.100197
- Creswell, J., & Guetterman, T. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th Edition.
- Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. 10.1186/s41239-023-00392-8
- Crompton, H., & Burke, D. (2024). The Educational Affordances and Challenges of ChatGPT: State of the Field. TechTrends, 68(2), 380–392. 10.1007/s11528-024-00939-0
- Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS quarterly, 13(3), 319–340. 10.2307/249008
- DeCook, R., Muffly, B. T., Mahmood, S., Holland, C. T., Ayeni, A. M., Ast, M. P., Bolognese, M. P., Guild, G. N.
III. , Sheth, N. P., Pean, C. A., & Premkumar, A. (2024). AI-Generated Graduate Medical Education Content for Total Joint Arthroplasty: Comparing ChatGPT Against Orthopaedic Fellows. Arthroplasty Today, 27, 101412. 10.1016/j.artd.2024.101412 - Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education [Systematic Review]. Frontiers in Education, 8, 1206936. 10.3389/feduc.2023.1206936
- Faisal, E. (2024). Unlock the potential for Saudi Arabian higher education: a systematic review of the benefits of ChatGPT [Original Research]. Frontiers in Education, 9, 1325601. 10.3389/feduc.2024.1325601
- Farahat, T. (2012). Applying the Technology Acceptance Model to Online Learning in the Egyptian Universities. Procedia – Social and Behavioral Sciences, 64, 95–104. 10.1016/j.sbspro.2012.11.012
- Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. 10.1080/14703297.2023.2195846
- Faruk, L., Rohan, R., Nin, U., & Pal, D. (2023). University Students’ Acceptance and Usage of Generative AI (ChatGPT) from a Psycho-Technical Perspective. IAIT 2023: 13th International Conference on Advances in Information Technology. 10.1145/3628454.3629552
- Franco D’Souza, R., Mathew, M., Louis Palatty, P., & Surapaneni, K. M. (2024). Teaching humanism with humanoid: evaluating the potential of ChatGPT-4 as a pedagogical tool in bioethics education using validated clinical case vignettes. International Journal of Ethics Education. 10.1007/s40889-024-00190-4
- Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: global reactions to AI innovations. Scientific Reports, 13(1), 15310. 10.1038/s41598-023-42227-6
- García-Méndez, S., de Arriba-Pérez, F., & Somoza-López, M. d. C. (2024). A Review on the Use of Large Language Models as Virtual Tutors. Science & Education. 10.1007/s11191-024-00530-2
- Gbongli, K., Xu, Y., & Amedjonekou, K. M. (2019). Extended Technology Acceptance Model to Predict Mobile-Based Money Acceptance and Sustainability: A Multi-Analytical Structural Equation Modeling and Neural Network Approach. Sustainability, 11(13), 3639. 10.3390/su11133639
- George, B., & Wooden, O. (2023). Managing the Strategic Transformation of Higher Education through Artificial Intelligence. Administrative Sciences, 13(9), 196. 10.3390/admsci13090196
- Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., Parlikad, A. K., Stankovski, V., Abraham, A., Ghosh, S. K., Lutfiyya, H., Kanhere, S. S., Bahsoon, R., Rana, O., Dustdar, S., Sakellariou, R., … Buyya, R. (2024). Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems, 4, 19–23. 10.1016/j.iotcps.2023.06.002
- Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of Barriers to Digital Transformation in Higher Education Institutions: Systematic Literature Review. Education Sciences, 13(7), 746. 10.3390/educsci13070746
- Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. 10.1111/bjet.12864
- Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. 10.3390/educsci13070692
- Gupta, V., & Yang, H. (2024). Study protocol for factors influencing the adoption of ChatGPT technology by startups: Perceptions and attitudes of entrepreneurs. PLoS One, 19(2),
e0298427 . 10.1371/journal.pone.0298427 - Hadi Mogavi, R., Deng, C., Kim, J., Zhou, P., Kwon, Y. D., Metwally, A., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L., & Hui, P. (2023). Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education. arXiv. 10.48550/arXiv.2305.13114
- Harrer, S. (2023). Attention is not all you need: the complicated case of ethically using large language models in healthcare and medicine. eBioMedicine, 90, 104512. 10.1016/j.ebiom.2023.104512
- Huang, C.-W., Coleman, M., Gachago, D., & Van Belle, J.-P. (2024, 2024//). Using ChatGPT to Encourage Critical AI Literacy Skills and for Assessment in Higher Education. ICT Education, Cham. 10.1007/978-3-031-48536-7_8
- Huber, S. E., Kiili, K., Nebel, S., Ryan, R. M., Sailer, M., & Ninaus, M. (2024). Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning. Educational Psychology Review, 36(1), 25. 10.1007/s10648-024-09868-z
- Ibrahim, H., Liu, F., Asim, R., Battu, B., Benabderrahmane, S., Alhafni, B., Adnan, W., Alhanai, T., AlShebli, B., Baghdadi, R., Bélanger, J. J., Beretta, E., Celik, K., Chaqfeh, M., Daqaq, M. F., Bernoussi, Z. E., Fougnie, D., Garcia de Soto, B., Gandolfi, A., … Zaki, Y. (2023). Perception, performance, and detectability of conversational artificial intelligence across 32 university courses. Sci Rep, 13(1), 12187. 10.1038/s41598-023-38964-3
- Ilieva, G., Yankova, T., Klisarova-Belcheva, S., Dimitrov, A., Bratkov, M., & Angelov, D. (2023). Effects of Generative Chatbots in Higher Education. Information, 14(9), 492. 10.3390/info14090492
- Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. 10.1016/j.tbench.2023.100115
- Jeong, D., Aggarwal, S., Robinson, J., Kumar, N., Spearot, A., & Park, D. S. (2023). Exhaustive or exhausting? Evidence on respondent fatigue in long surveys. Journal of Development Economics, 161, 102992. 10.1016/j.jdeveco.2022.102992
- Jo, H., & Bang, Y. (2023). Analyzing ChatGPT adoption drivers with the TOEK framework. Scientific Reports, 13(1), 22606. 10.1038/s41598-023-49710-0
- Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 12451. 10.3390/su151612451
- Kiryakova, G., & Angelova, N. (2023). ChatGPT—A Challenging Tool for the University Professors in Their Teaching Practice. Education Sciences, 13(10), 1056. 10.3390/educsci13101056
- Kooli, C. (2023). Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions. Sustainability, 15(7), 5614. 10.3390/su15075614
- Leng, L. (2024). Challenge, integration, and change: ChatGPT and future anatomical education. Med Educ Online, 29(1), 2304973. 10.1080/10872981.2024.2304973
- Lin, Z. (2023). Why and how to embrace AI such as ChatGPT in your academic life. R Soc Open Sci, 10(8), 230658. 10.1098/rsos.230658
- Livberber, T., & Ayvaz, S. (2023). The impact of Artificial Intelligence in academia: Views of Turkish academics on ChatGPT. Heliyon, 9(9),
e19688 . 10.1016/j.heliyon.2023.e19688 - Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4), 410. 10.3390/educsci13040410
- López-Sánchez, J. A., Patiño-Vanegas, J. C., Valencia-Arias, A., & Rojas Coronel, A. M. (2024). Model of adoption of virtual tools by university students in the context of an emerging economy [Original Research]. Frontiers in Education, 9, 1167294. 10.3389/feduc.2024.1167294
- Luckin, R., Cukurova, M., Kent, C., & du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076. 10.1016/j.caeai.2022.100076
- MacCallum, R., Widaman, K., Zhang, S., & Hong, S. (1999). Sample Size in Factor Analysis. Psychological Methods – PSYCHOL METHODS, 4, 84–99. 10.1037/1082-989X.4.1.84
- Mailizar, M., Almanthari, A., & Maulina, S. (2021). Examining Teachers’ Behavioral Intention to Use E-learning in Teaching of Mathematics: An Extended TAM Model. Contemporary Educational Technology, 13,
ep298 . 10.30935/cedtech/9709 - Malaquias, R. F., Malaquias, F. F. O., & Hwang, Y. (2018). Understanding technology acceptance features in learning through a serious game. Computers in Human Behavior, 87, 395–402. 10.1016/j.chb.2018.06.008
- Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills [Article]. Open Praxis, 16(2), 142–159. 10.55982/openpraxis.16.2.649
- Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81–95. 10.1007/s10209-014-0348-1
- Menon, D., & Shilpa, K. (2023). “Chatting with ChatGPT”: Analyzing the factors influencing users’ intention to Use the Open AI’s ChatGPT using the UTAUT model. Heliyon, 9(11),
e20962 . 10.1016/j.heliyon.2023.e20962 - Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 856. 10.3390/educsci13090856
- Mijwil, M., Aljanabi, M., & Chatgpt. (2023a). Towards Artificial Intelligence-Based Cybersecurity: The Practices and ChatGPT Generated Ways to Combat Cybercrime. Iraqi Journal for Computer Science and Mathematics, 4, 65–70. 10.52866/ijcsm.2023.01.01.0019
- Mijwil, M., Hiran, K., Doshi, R., Dadhich, M., Al-Mistarehi, A.-H., & Bala, I. (2023b). ChatGPT and the Future of Academic Integrity in the Artificial Intelligence Era: A New Frontier. Al-Salam Journal for Engineering and Technology, 2, 116–127. 10.55145/ajest.2023.02.02.015
- Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. 10.1111/j.1467-9620.2006.00684.x
- Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. 10.1016/j.rmal.2023.100050
- Mohammed, B., Mohammad Amin, K., & Rawad, H. (2021).
Embracing Technological Change in Higher Education . In W. Lee & W. Sharon (Eds.), Higher Education (pp. Ch. 12). IntechOpen. 10.5772/intechopen.100431 - Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the Implementation of ChatGPT in Education: A Systematic Review. Computers, 12(8), 153. 10.3390/computers12080153
- Morjaria, L., Burns, L., Bracken, K., Levinson, A. J., Ngo, Q. N., Lee, M., & Sibbald, M. (2024). Examining the Efficacy of ChatGPT in Marking Short-Answer Assessments in an Undergraduate Medical Program. International Medical Education, 3(1), 32–43. 10.3390/ime3010004
- Murillo, G. G., Novoa-Hernández, P., & Rodríguez, R. S. (2020). Technology Acceptance Model and Moodle: A systematic mapping study. Information Development, 37(4), 617–632. 10.1177/0266666920959367
- Nguyen, B., & Simkin, L. (2017). The Internet of Things (IoT) and marketing: the state of play, future trends and the implications for marketing. Journal of Marketing Management, 33(1–2), 1–6. 10.1080/0267257X.2016.1257542
- Rahiman, H. U., & Kodikal, R. (2024). Revolutionizing education: Artificial intelligence empowered learning in higher education. Cogent Education, 11(1), 2293431. 10.1080/2331186X.2023.2293431
- Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 5783. 10.3390/app13095783
- Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. 10.1016/j.iotcps.2023.04.003
- Regmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education, 20(1), 91. 10.1186/s12909-020-02007-6
- Rejeb, A., Rejeb, K., Appolloni, A., Treiblmaier, H., & Iranmanesh, M. (2024). Exploring the impact of ChatGPT on education: A web mining and machine learning approach. The International Journal of Management Education, 22(1), 100932. 10.1016/j.ijme.2024.100932
- Rosli, M. S., Saleh, N. S., Md. Ali, A., Abu Bakar, S., & Mohd Tahir, L. (2022). A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps. Sustainability, 14(18), 11389. 10.3390/su141811389
- Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 15(15), 11524. 10.3390/su151511524
- Saif, N., Khan, S. U., Shaheen, I., Alotaibi, F. A., Alnfiai, M. M., & Arif, M. (2024). Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Computers in Human Behavior, 154, 108097. 10.1016/j.chb.2023.108097
- Saleem, F., Alnasrallah, W., Malik, M. I., & Ur Rehman, S. (2022). Factors Affecting the Quality of Online Learning During COVID-19: Evidence From a Developing Economy. Frontiers in Education, 7, 847571. 10.3389/feduc.2022.847571
- Saleh, S. S., Nat, M., & Aqel, M. (2022). Sustainable Adoption of E-Learning from the TAM Perspective. Sustainability, 14(6), 3690. 10.3390/su14063690
- Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare (Basel), 11(6), 887. 10.3390/healthcare11060887
- Sallam, M., Al-Farajat, A., & Egger, J. (2024). Envisioning the Future of ChatGPT in Healthcare: Insights and Recommendations from a Systematic Identification of Influential Research and a Call for Papers. Jordan Medical Journal, 58(1). 10.35516/jmj.v58i1.2285
- Sallam, M., Elsayed, W., Al-Shorbagy, M., Barakat, M., EL Khatib, S., Ghach, W., Alwan, N., Hallit, S., & Malaeb, D. (2024). ChatGPT Usage and Attitudes are Driven by Perceptions of Usefulness, Ease of Use, Risks, and Psycho-Social Impact: A Study among University Students in the UAE. Research Square. 10.21203/rs.3.rs-3905717/v1
- Sallam, M., Salim, N. A., Al-Tammemi, A. B., Barakat, M., Fayyad, D., Hallit, S., Harapan, H., Hallit, R., & Mahafzah, A. (2023a). ChatGPT Output Regarding Compulsory Vaccination and COVID-19 Vaccine Conspiracy: A Descriptive Study at the Outset of a Paradigm Shift in Online Search for Information. Cureus, 15(2),
e35029 . 10.7759/cureus.35029 - Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Al-Tammemi, A. B., Malaeb, D., Hallit, R., & Hallit, S. (2023b). Assessing Health Students’ Attitudes and Usage of ChatGPT in Jordan: Validation Study. JMIR Med Educ, 9,
e48254 . 10.2196/48254 - Sallam, M., Salim, N. A., Barakat, M., & Al-Tammemi, A. B. (2023c). ChatGPT applications in medical, dental, pharmacy, and public health education: A descriptive study highlighting the advantages and limitations [Article]. Narra J, 3(1),
e103 , Article e103. 10.52225/narra.v3i1.103 - Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. 10.1016/j.compedu.2018.09.009
- Southworth, J., Migliaccio, K., Glover, J., Glover, J. N., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. 10.1016/j.caeai.2023.100127
- Stahl, B. C., & Eke, D. (2024). The ethics of ChatGPT – Exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700. 10.1016/j.ijinfomgt.2023.102700
- Strzelecki, A. (2023). Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology. Innovative Higher Education. 10.1007/s10755-023-09686-1
- Tawafak, R. M., Al-Rahmi, W. M., Almogren, A. S., Al Adwan, M. N., Safori, A., Attar, R. W., & Habes, M. (2023). Analysis of E-Learning System Use Using Combined TAM and ECT Factors. Sustainability, 15(14), 11100. 10.3390/su151411100
- Tiwari, C. K., Bhat, M. A., Khan, S. T., Subramaniam, R., & Khan, M. A. I. (2023). What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT. Interactive Technology and Smart Education, ahead-of-print(ahead-of-print). 10.1108/ITSE-04-2023-0061
- Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. 10.1186/s40561-023-00237-x
- Valencia-Arias, A., Cardona-Acevedo, S., Gómez-Molina, S., Vélez Holguín, R. M., & Valencia, J. (2024). Adoption of mobile learning in the university context: Systematic literature review. PLoS One, 19(6),
e0304116 . 10.1371/journal.pone.0304116 - Van Wyk, M. M., Adarkwah, M. A., & Amponsah, S. (2023). Why All the Hype about ChatGPT? Academics’ Views of a Chat-based Conversational Learning Strategy at an Open Distance e-Learning Institution [Article]. Open Praxis, 15(3), 214–255. 10.55982/openpraxis.15.3.563
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS quarterly, 27(3), 425–478. 10.2307/30036540
- Veras, M., Dyer, J. O., Rooney, M., Barros Silva, P. G., Rutherford, D., & Kairy, D. (2023). Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial. JMIR Res Protoc, 12,
e51873 . 10.2196/51873 - von Garrel, J., & Mayer, J. (2023). Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany. Humanities and Social Sciences Communications, 10(1), 799. 10.1057/s41599-023-02304-7
- Wang, C., Ahmad, S. F., Bani Ahmad Ayassrah, A. Y. A., Awwad, E. M., Irshad, M., Ali, Y. A., Al-Razgan, M., Khan, Y., & Han, H. (2023). An empirical evaluation of technology acceptance model for Artificial Intelligence in E-commerce. Heliyon, 9(8),
e18349 . 10.1016/j.heliyon.2023.e18349 - Weidener, L., & Fischer, M. (2024). Artificial Intelligence in Medicine: Cross-Sectional Study Among Medical Students on Application, Education, and Ethical Aspects. JMIR Med Educ, 10,
e51247 . 10.2196/51247 - Xu, C. (2024). A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education. International Journal of Technology-Enhanced Education (IJTEE), 3(1), 1–19. 10.4018/IJTEE.339189
- Xu, X., Chen, Y., & Miao, J. (2024). Opportunities, challenges, and future directions of large language models, including ChatGPT in medical education: a systematic scoping review. J Educ Eval Health Prof, 21, 6. 10.3352/jeehp.2024.21.6
- Yilmaz, R., & Karaoglan Yilmaz, F. G. (2023). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence, 4, 100147. 10.1016/j.caeai.2023.100147
- Younis, H. A., Eisa, T. A., Nasser, M., Sahib, T. M., Noor, A. A., Alyasiri, O. M., Salisu, S., Hayder, I. M., & Younis, H. A. (2024). A Systematic Review and Meta-Analysis of Artificial Intelligence Tools in Medicine and Healthcare: Applications, Considerations, Limitations, Motivation and Challenges. Diagnostics, 14(1), 109. 10.3390/diagnostics14010109
- Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. Heliyon, 10(2),
e24289 . 10.1016/j.heliyon.2024.e24289 - Zarei, M., Zarei, M., Hamzehzadeh, S., Shakeri Bavil Oliyaei, S., & Hosseini, M. (2024). ChatGPT, a Friend or a Foe in Medical Education: A Review of Strengths, Challenges, and Opportunities [Review Article]. Shiraz E-Med J, 25(6),
e145840 . 10.5812/semj-145840 - Zobeidi, T., Homayoon, S. B., Yazdanpanah, M., Komendantova, N., & Warner, L. A. (2023). Employing the TAM in predicting the use of online learning during and beyond the COVID-19 pandemic. Front Psychol, 14, 1104653. 10.3389/fpsyg.2023.1104653
DOI: https://doi.org/10.55982/openpraxis.17.1.718 | Journal eISSN: 2304-070X
Language: English
Page range: 129 - 144
Submitted on: Jun 21, 2024
Accepted on: Nov 6, 2024
Published on: Apr 15, 2025
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2025 Muna Barakat, Nesreen A. Salim, Malik Sallam, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.