Using an extended Technology Acceptance Model (eTAM) to determine university students’ behavioral intentions of ChatGPT: An empirical study from Thailand

Abstract

New technologies have contributed to propel transformations in higher education over the last decade and the emergence of ChatGPT has ignited considerable interest within academia. The study aims to analyze how different factors—perceived usefulness, perceived ease of use, attitude, and subjective norm— shape the behavioral intentions of university students when using ChatGPT in an educational setting. Therefore, the purpose of the study is to examine behavioral intentions of university students in utilizing ChatGPT. To achieve this
objective, an extended Technology Acceptance Model has been used. Following a focus group discussion, students were recruited for the data collection using random sampling to investigate the model empirically. The findings revealed an enduring significance of perceived usefulness and ease of use in influencing students’ attitudes toward ChatGPT. The article presents implications for theory and practice and advances the discussion about natural language processing models in higher education. Moreover, the study contributes to the body
of knowledge by closing a theoretical gap in the literature on university students’ behavioral intentions of ChatGPT.