Normative Influence on the Adoption of Generative Artificial Intelligence in Higher Education

Abstract

Generative artificial intelligence (AI) has emerged as a transformative tool in various domains, including education, where it holds the potential to revolutionize learning experiences and outcomes. Despite its promising applications, the adoption and utilization of generative AI tools among students remain variable and complex. This article presents a mixed-methods approach to examine factors that influence student interest and use of generative AI in educational contexts. Using the theoretical foundations of the technology acceptance model (TAM), we explore the multifaceted determinants that shape students’ attitudes, perceptions, and behaviors toward utilizing generative AI technologies for learning purposes. Importantly, institutional influence has a positive influence on the intention to adopt ChatGPT as a learning tool. Insights into the challenges and opportunities associated with integrating generative AI into educational settings, as well as strategies for enhancing its acceptance and effectiveness among students are explored.

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