Assessing ChatGPT acceptance and use in education: a comparative study among german-speaking students and teachers

Abstract

Abstract Artificial intelligence (AI) has garnered significant attention in recent years, especially following the introduction of generative large language model (LLM)-based chatbots. This study investigates the factors influencing the adoption of ChatGPT, a widely used AI-powered chatbot, among students and teachers. Using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework, the study also examines the roles of attitude, ethical perception, and trust in driving the intention to use ChatGPT. Partial least squares structural equation modelling (PLS-SEM) was employed to test the proposed model. The study sample comprised 188 participants from Germany and Austria, including 132 students and 56 teachers. The findings reveal no significant difference in ChatGPT usage frequency between students and teachers. For students, Habit, Performance Expectancy, Attitude towards AI, and Ethical Perception of AI were significant predictors of Behavioural Intention, with the Habit-Behavioural Intention relationship moderated by experience. Among students, only Habit significantly influenced Use Behaviour. In contrast, for teachers, Ethical Perception of AI was the sole significant predictor of Behavioural Intention, while both Habit and Behavioural Intention influenced their Use Behaviour. These results highlight the differing factors affecting ChatGPT adoption among students and teachers, underscoring the importance of including diverse samples in research on AI acceptance. The significant role of Ethical Perception of AI, a factor often overlooked in previous studies, suggests it warrants further investigation in future research on AI usability and adoption.

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