A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT

Abstract

Artificial intelligence models, like ChatGPT, have the potential to revolutionize higher education when implemented properly. This study aimed to investigate the factors influencing university students’ attitudes and usage of ChatGPT in Arab countries. The survey instrument “TAME-ChatGPT” was administered to 2240 participants from Iraq, Kuwait, Egypt, Lebanon, and Jordan. Of those, 46.8% heard of ChatGPT, and 52.6% used it before the study. The results indicated that a positive attitude and usage of ChatGPT were determined by factors like ease of use, positive attitude towards technology, social influence, perceived usefulness, behavioral/cognitive influences, low perceived risks, and low anxiety. Confirmatory factor analysis indicated the adequacy of the “TAME-ChatGPT” constructs. Multivariate analysis demonstrated that the attitude towards ChatGPT usage was significantly influenced by country of residence, age, university type, and recent academic performance. This study validated “TAME-ChatGPT” as a useful tool for assessing ChatGPT adoption among university students. The successful integration of ChatGPT in higher education relies on the perceived ease of use, perceived usefulness, positive attitude towards technology, social influence, behavioral/cognitive elements, low anxiety, and minimal perceived risks. Policies for ChatGPT adoption in higher education should be tailored to individual contexts, considering the variations in student attitudes observed in this study.

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“…Recent research found the negative effect of perceived risk on acceptance of generative AI, which showed that when students and faculty member believed that using generative AI for answering academic queries is risky, they did not think that generative AI in higher education is good for society (Jain & Raghuram, 2024). A multinational study replicated this result (Abdaljaleel et al, 2024). If perceived risk has a negative effect on accepting new technologies, as universities perceives potential risks associated with the use of generative AI tools in higher education, they should be cautious about endorsing its acceptance.…”

“…Facilitating conditions are positively associated with acceptance of generative AI Perceived risk refers to an individual's subjective evaluation of the potential negative outcomes associated with a speci c action (Abdaljaleel et al, 2024;Ben Ar et al, 2021;Zhang et al, 2019). In the context of generative AI in higher education policies, such risk covers the degree to which a university perceives potential risks associated with the use of generative AI tools in academics such as cheating, misinformation use, and copyright violation, which undermine student learning.…”

“…To measure perceived risk, this study operationally de ned it as the degree to which a university perceives potential risks associated with the use of generative AI tools in academic settings (Abdaljaleel et al, 2024;Ben Ar et al, 2021;Jain & Raghuram, 2024). Based on this de nition, we created four levels of perceived risk (See the details in Appendix 4).…”

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“…Using this survey, we found evidence of changing views and knowledge about ChatGPT and AI since spring 2023. However, we acknowledge our data and survey methodology are limited, and other researchers may wish to use formally validated instruments (e.g., “TAME-ChatGPT”). Regardless of methodology, we believe it is important for chemistry instructors to continue assessing students’ views and knowledge of AI tools to ensure they are well prepared for future work in our discipline.…”

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