Factors Influencing the Acceptance of ChatGPT in High Education: An Integrated Model With PLS-SEM and fsQCA Approach

Abstract

The swift incorporation of artificial intelligence (AI) into higher education has significantly propelled the digital transformation of education. This advancement is crucial for educators aiming to augment teaching quality through AI technologies, such as ChatGPT. However, the acceptance of ChatGPT among college students remains underexplored. This paper aims to clarify the determinants influencing college students’ acceptance of ChatGPT and to facilitate its widespread adoption in higher education. To achieve this, we integrate the Technology Readiness Index (TRI), Technology Acceptance Model (TAM), and Theory of Planned Behavior (TPB) to develop a novel research framework. Employing a mixed-method approach that includes PLS-SEM and fsQCA, we analyze data from 298 Chinese college students. Our findings indicate that discomfort and insecurity adversely affect Perceived Ease of Use (PEU) and Perceived Usefulness (PU) in the context of ChatGPT adoption. Additionally, both PEU and PU positively impact attitudes, which, in conjunction with Subjective Norms (SN) and Perceived Behavioral Control (PBC), bolster the intention to accept ChatGPT. Insights from fsQCA reveal that the acceptance of ChatGPT among students is not driven by a singular factor but by an amalgamation of these elements, underscoring the complex nature of technology adoption. The paper concludes with practical recommendations for educators and designers to refine curriculum design and teaching methodologies, boost student engagement and learning efficacy, and promote the broader adoption of educational technology.

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