ChatGPT in the classroom: navigating the generative AI wave among international business students – a moderated mediation approach

Abstract

Purpose This study aims to investigate the mediating role of attitude in the relationship between various determinants of technology adoption and behavioural intention towards ChatGPT. The study also examined the moderating effects of gender on the indirect relationship between the determinants of technology adoption and behavioural intention to use ChatGPT through attitude. Design/methodology/approach A well-structured questionnaire was distributed among 750 students studying international business in various universities located in northern part of India via email and telephone using snowball sampling, yielding a total of 526 usable responses. Data analysis was done with the help of SPSS 25 and SmartPLS v.4.1.0.3 software. Findings The results indicated that, except facilitating conditions, performance expectancy, effort expectancy, social influence, hedonic motivation, habit and personal innovativeness influence behavioural intention to use ChatGPT through attitude. Furthermore, the mediated model revealed no significant gender differences, with the exception of facilitating conditions. Originality/value Integrating the theory of planned behaviour and the unified theory of acceptance and use of technology, this study proposes a moderated mediation model that incorporates attitude as a mediator and gender as a moderator in the context of international business students. To the best of the authors’ knowledge, no prior research has examined this specific context. This research will enhance the understanding of attitude of international business students towards ChatGPT.

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