Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach

期望理论 心理学 聊天机器人 独创性 抗性(生态学) 技术接受模型 结构方程建模 技术接受与使用的统一理论 教育技术 技术集成 社会心理学 知识管理 可用性 数学教育 计算机科学 生物 人机交互 机器学习 人工智能 生态学 创造力
作者
Imdadullah Hidayat-ur-Rehman,Yasser Ibrahim
出处
期刊:Interactive Technology and Smart Education [Emerald Publishing Limited]
卷期号:21 (4): 499-534 被引量:5
标识
DOI:10.1108/itse-07-2023-0127
摘要

Purpose A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT. Design/methodology/approach This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses. Findings The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots. Originality/value This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.
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