Youth and ChatGPT: Perceptions of Usefulness and Usage Patterns of Generation Z in Polish Higher Education

Abstract

This article examines how young adults in higher education (Generation Z) perceive the usefulness of ChatGPT by analyzing five learning-support roles within the Technology Acceptance Model (TAM), Expectation–Confirmation Theory (ECT), and Task–Technology Fit (TTF). Drawing on an online survey of 409 students from Polish universities and nonparametric analyses, this study consistently finds that students rate ChatGPT’s potential higher than its current usefulness. The tool is evaluated most favorably as a tutor, task assistant, text editor, and teacher, while its motivational role is rated least effective. Usage patterns matter: students who used ChatGPT for writing tasks rated its assistance with educational assignments more highly, and those who used it for learning activities rated its teaching role more strongly. The strongest evaluations appear when model capabilities such as structuring, summarizing, step-by-step explanations, and personalization align with task requirements. By integrating TAM, ECT, and TTF, this study advances evidence on how Gen Z engages with conversational AI and offers practical guidance for educators, support services, and youth-focused policymakers on equitable and responsible use.

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