University Students’ Acceptance and Usage of Generative AI (ChatGPT) from a Psycho-Technical Perspective

Faruk, Lawal Ibrahim Dutsinma; Rohan, Rohani; Ninrutsirikun, Unhawa; Pal, Debajyoti

doi:10.1145/3628454.3629552

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Also, hedonic motivation, which Design Appeal can be considered a component of, was in some other studies also found to affect students' intention to use ChatGPT [39,41,67,68]. One study also revealed that, among technical variables, only Perceived Usefulness successfully predicted ChatGPT usage [69], as was found in our regression analysis with predictor variables related to usability and Intention to Use Bing Chat as a dependent variable (see Table 3).…”

Section: Discussionsupporting

confidence: 80%

Development of an Assessment Scale for Measurement of Usability and User Experience Characteristics of Bing Chat Conversational AI

Bubaš,

Čižmešija,

Kovačić

2023

Future Internet

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After the introduction of the ChatGPT conversational artificial intelligence (CAI) tool in November 2022, there has been a rapidly growing interest in the use of such tools in higher education. While the educational uses of some other information technology (IT) tools (including collaboration and communication tools, learning management systems, chatbots, and videoconferencing tools) have been frequently evaluated regarding technology acceptance and usability attributes of those technologies, similar evaluations of CAI tools and services like ChatGPT, Bing Chat, and Bard have only recently started to appear in the scholarly literature. In our study, we present a newly developed set of assessment scales that are related to the usability and user experiences of CAI tools when used by university students, as well as the results of evaluation of these assessment scales specifically regarding the CAI Bing Chat tool (i.e., Microsoft Copilot). The following scales were developed and evaluated using a convenience sample (N = 126) of higher education students: Perceived Usefulness, General Usability, Learnability, System Reliability, Visual Design and Navigation, Information Quality, Information Display, Cognitive Involvement, Design Appeal, Trust, Personification, Risk Perception, and Intention to Use. For most of the aforementioned scales, internal consistency (Cronbach alpha) was in the range from satisfactory to good, which implies their potential usefulness for further studies of related attributes of CAI tools. A stepwise linear regression revealed that the most influential predictors of Intention to Use Bing Chat (or ChatGPT) in the future were the usability variable Perceived Usefulness and two user experience variables—Trust and Design Appeal. Also, our study revealed that students’ perceptions of various specific usability and user experience characteristics of Bing Chat were predominantly positive. The evaluated assessment scales could be beneficial in further research that would include other CAI tools like ChatGPT/GPT-4 and Bard.

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Section: Discussionsupporting

confidence: 80%

Development of an Assessment Scale for Measurement of Usability and User Experience Characteristics of Bing Chat Conversational AI

Bubaš,

Čižmešija,

Kovačić

2023

Future Internet

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“…1 Specifically in academia, there is a growing acceptance of the technology by faculty and students. 2,3 Within this domain, AI's language capabilities create new opportunities and challenges including increased student productivity, AI student cheating, decreased teacher workload, increase in teacher pedagogy innovation and technological barriers to AI incorporation. 4 Ultimately, for chemistry education to stay ahead of these opportunities and challenges it will need to stay innovative.…”

Section: ■ Introductionmentioning

confidence: 99%

Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

Young,

Dawood,

Lewis

2024

J. Chem. Educ.

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Instructors use of Artificial Intelligence (AI) language models (i.e., chatbots) as an educational resource will require an understanding of students’ AI literacy, namely their ability to critically reflect on the relevance, trustworthiness, and quality of these tools in the context of chemistry. This study sought to describe students' AI literacy via open-ended surveys of general chemistry I students and students in an upper-level chemistry elective. Thematic analysis was used to create a deeper understanding of chemistry students’ AI literacy when considering chatbots. Based on students’ responses, they were categorized as either with reservations toward chatbots or without reservations toward chatbots. Thematically, students tended to either reason with the utility/benefit of the tool or reason with concern toward the accuracy of the tool. Results suggest that students are more of a range between these two extremes. This new deeper understanding of AI literacy in chemistry can support instructional practices and inform future research efforts in AI literacy.

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A Review of Subjective Scales Measuring the User Experience of Voice Assistants

Faruk,

Babakerkhell,

Mongkolnam

et al. 2024

IEEE Access

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University Students’ Acceptance and Usage of Generative AI (ChatGPT) from a Psycho-Technical Perspective

Cited by 3 publications

References 39 publications

Development of an Assessment Scale for Measurement of Usability and User Experience Characteristics of Bing Chat Conversational AI

Development of an Assessment Scale for Measurement of Usability and User Experience Characteristics of Bing Chat Conversational AI

Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

A Review of Subjective Scales Measuring the User Experience of Voice Assistants

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