Adopting ChatGPT for Academic Assistance among University Students: A Pilot Study

Abstract

The integration of artificial intelligence tools in higher education has gained significant attention, particularly in supporting students’ academic activities. This pilot study examines the factors influencing the adoption of ChatGPT as an academic assistance tool among university students. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model, the study focuses on four key constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions. A quantitative research design was employed using a structured survey instrument to collect data from 100 undergraduate students from various faculties at Universiti Teknikal Malaysia Melaka. Participants were selected using a simple random sampling method to ensure that every participant had an equal chance of being selected. The findings aim to identify the significant determinants that influence students’ behavioral intention to adopt ChatGPT in their learning processes. The results indicate that the Cronbach’s alpha values for most of the constructs are above 0.8 and 0.9, which indicate high to very high internal consistency reliability. As a pilot study, the results provide preliminary empirical evidence on technology acceptance in the context of AI-powered learning tools and offer insights for educators, institutions, and policymakers seeking to integrate artificial intelligence technologies effectively into higher education environments.

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