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Determinants of ChatGPT Use and its Impact on Learning Performance: An Integrated Model of BRT and TPB

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dc.citedby10
dc.contributor.authorAl-Qaysi N.en_US
dc.contributor.authorAl-Emran M.en_US
dc.contributor.authorAl-Sharafi M.A.en_US
dc.contributor.authorIranmanesh M.en_US
dc.contributor.authorAhmad A.en_US
dc.contributor.authorMahmoud M.A.en_US
dc.contributor.authorid57205206257en_US
dc.contributor.authorid56593108000en_US
dc.contributor.authorid57196477711en_US
dc.contributor.authorid55226710300en_US
dc.contributor.authorid55390963300en_US
dc.contributor.authorid55247787300en_US
dc.date.accessioned2025-03-03T07:46:27Z
dc.date.available2025-03-03T07:46:27Z
dc.date.issued2024
dc.description.abstractThe rapid emergence of Generative Artificial Intelligence (GAI) heralds a significant shift, opening new frontiers in how education is delivered. This groundbreaking wave of technological advancement is poised to redefine traditional learning, promising to enhance the educational landscape with unprecedented levels of personalized learning and accessibility. Despite GAI?s progressive infiltration into various educational strata, limited empirical research exists on its impact on students? learning performance. Drawing on the Theory of Planned Behavior (TPB) and Behavioral Reasoning Theory (BRT), this study investigates the determinants affecting students? use of ChatGPT and its influence on learning performance. The data were collected from 357 university students and were analyzed using the PLS-SEM technique. The results supported the role of ChatGPT in positively affecting students? learning performance. In addition, the results showed that reasons for and against adoption are pivotal in shaping students? attitudes. ChatGPT use is found to be significantly affected by attitudes, subjective norms, and perceived behavioral control. Besides the theoretical contributions, the findings offer various implications for stakeholders and underscore the necessity for educational institutions to foster a conducive environment for GAI adoption, addressing ethical and technical concerns to optimize learning experiences. ? 2024 Taylor & Francis Group, LLC.en_US
dc.description.natureArticle in pressen_US
dc.identifier.doi10.1080/10447318.2024.2361210
dc.identifier.scopus2-s2.0-85195397956
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85195397956&doi=10.1080%2f10447318.2024.2361210&partnerID=40&md5=8c744d04f6a70414b4c6074ecb7274ab
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/36996
dc.publisherTaylor and Francis Ltd.en_US
dc.sourceScopus
dc.sourcetitleInternational Journal of Human-Computer Interaction
dc.subjectEducation computing
dc.subjectLearning systems
dc.subjectStudents
dc.subjectBehavioral reasoning
dc.subjectBehavioral reasoning theory
dc.subjectChatGPT
dc.subjectGenerative artificial intelligence
dc.subjectIntegrated modeling
dc.subjectLearning performance
dc.subjectReasoning theory
dc.subjectStudent learning
dc.subjectTechnological advancement
dc.subjectTheory of Planned Behavior
dc.subjectArtificial intelligence
dc.titleDeterminants of ChatGPT Use and its Impact on Learning Performance: An Integrated Model of BRT and TPBen_US
dc.typeArticleen_US
dspace.entity.typePublication
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