Exploring Factors Influencing Nigerian Higher Education Students to Adopt ChatGPT in Learning
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| Title: | Exploring Factors Influencing Nigerian Higher Education Students to Adopt ChatGPT in Learning |
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| Language: | English |
| Authors: | Olumide Ojo |
| Source: | International Journal of Education and Development using Information and Communication Technology. 2024 20(3):39-59. |
| Availability: | International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Artificial Intelligence, Technology Uses in Education, Undergraduate Students, Intention, Student Attitudes, Computer Software, Learning Processes, Usability, Risk, Social Influences, Integrity, Ethics, Critical Thinking, Educational Quality, Educational Policy, Policy Formation, Questionnaires |
| Geographic Terms: | Nigeria |
| ISSN: | 1814-0556 |
| Abstract: | This study explores factors influencing Nigerian Higher Education students to adopt ChatGPT in learning. Using the technology acceptance model (TAM), this research aims to identify the key factors influencing the behavioural intentions of Nigerian undergraduate students to adopt ChatGPT in their academic pursuits. This study's theoretical foundation is rooted in the TAM which explores how users perceive and accept technology. The research model includes constructs such as perceived usefulness, perceived ease of use, perceived risk, personal innovativeness, social influence, behavioural intention, and use behaviour. The study used a structured and duly validated questionnaire based on the TAM constructs and employed partial least squares structural equation modelling (PLS-SEM) for data analysis. The analysis of findings reveals significant factors influencing the adoption of ChatGPT among Nigerian undergraduate students, providing insights into the perception and awareness of the use of ChatGPT in an educational context. The study's implications and conclusions contribute to the understanding of the implications of integrating advanced AI, such as ChatGPT, into educational settings, addressing concerns related to academic integrity, critical thinking skills, and the quality of learning outcomes. The research also sheds light on the ethical considerations and policy development necessary for the balanced integration of AI-assisted learning in educational institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461875 |
| Database: | ERIC |
| Abstract: | This study explores factors influencing Nigerian Higher Education students to adopt ChatGPT in learning. Using the technology acceptance model (TAM), this research aims to identify the key factors influencing the behavioural intentions of Nigerian undergraduate students to adopt ChatGPT in their academic pursuits. This study's theoretical foundation is rooted in the TAM which explores how users perceive and accept technology. The research model includes constructs such as perceived usefulness, perceived ease of use, perceived risk, personal innovativeness, social influence, behavioural intention, and use behaviour. The study used a structured and duly validated questionnaire based on the TAM constructs and employed partial least squares structural equation modelling (PLS-SEM) for data analysis. The analysis of findings reveals significant factors influencing the adoption of ChatGPT among Nigerian undergraduate students, providing insights into the perception and awareness of the use of ChatGPT in an educational context. The study's implications and conclusions contribute to the understanding of the implications of integrating advanced AI, such as ChatGPT, into educational settings, addressing concerns related to academic integrity, critical thinking skills, and the quality of learning outcomes. The research also sheds light on the ethical considerations and policy development necessary for the balanced integration of AI-assisted learning in educational institutions. |
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| ISSN: | 1814-0556 |
