ASIA PACIFIC JOURNAL OF ADVANCED EDUCATION AND TECHNOLOGY
Factors Influencing Students’ Attitude Towards using ChatGPT for Educational and Learning Purpose
Navin Timilsena1, Dr. Sunita Bhandari Ghimire2
https://orcid.org/0009-0006-7636-57291, https://orcid.org/0000-0003-2252-66042
navintimilsena54@gmail.com1, sunita.bhandari@cdm.tu.edu.np2
MBA in Corporate Leadership Graduate, Central Department of Management, Tribhuvan
University, Kathmandu Nepal 1, Elopeeth Pvt. Ltd. Kathmandu, Nepal1
Assistant Professor, Central Department of Management, Tribhuvan University, Kathmandu, Nepal.2
DOI: https://doi.org/10.54476/apjaet/26057
Abstract
This study investigates the factors influencing students’ attitudes towards using ChatGPT for educational and learning purposes, following the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). The primary objective is to understand how perceived usefulness, perceived ease of use, perceived credibility, and perceived social influence affect students’ attitudes and behavioral intentions to adopt ChatGPT on a demographic basis. The study employed a quantitative research method to analyze the data gathered through a cross-sectional survey using a purposive sampling technique. A total of 431 students from educational institutions in the Kathmandu district were targeted, yielding 397 valid responses and reflecting a high engagement rate of 92.1%. Data were collected using validated structured questionnaires and analyzed using IBM SPSS Statistics 25, employing descriptive statistics, reliability testing, correlation analysis, and multiple regression analysis. The results indicate that perceived usefulness, perceived ease of use, and perceived credibility significantly impact students’ attitudes towards ChatGPT, while perceived social influence significantly affects attitudes in a negative direction. Additionally, attitude significantly impacts the behavioral intention to use ChatGPT. The study also reveals significant differences across demographic variables, with females showing more positive attitudes but males having higher behavioral intentions. Younger students and those at lower education levels exhibited more favorable attitudes and higher intentions, and students in the Education specialization showed less favorable attitudes compared to those in Science, Management, Humanities, and other streams. The findings of this study suggest that educational institutions should enhance the use of ChatGPT by focusing on the relevancy of practical benefits, ease of use, and credibility while also addressing social pressures and tailoring strategies to different demographic groups so that a supportive and inclusive environment for technology adoption could be fostered.
Keywords: ChatGPT, AI in Education, Perceived Credibility, Perceived Social Influence, Attitude, Behavioral Intentions, Nepal