Studying the Impact of Perceived Usefulness, Ease of Use, and Trust on Attitude, Intention, and Behaviour to Use the AI ChatGPT Application in the Education Environment: An Exploratory Study

Abstract

ABSTRACT : Background: The rapid integration of generative artificial intelligence (AI) tools into higher education has created an urgent imperative to understand the cognitive and affective determinants of student technology acceptance. Objective: This study investigates the impact of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Trust (T) on students’ Attitude to Use (ATU), Intention to Use (ITU), and Behavior to Use (BTU) the AI ChatGPT application in the educational environment. Methods: Grounded in the Technology Acceptance Model (TAM), the study adopts a quantitative, cross-sectional survey design (n = 164) sampling final-year undergraduates from two contrasting disciplinary contexts Finance and Banking, and Architecture at two universities in Baghdad, Iraq. Pearson correlation and simple linear regression analyses were performed using IBM SPSS v25. Results: The results indicate that the nine hypotheses are statistically supported in the current research where (p<0-01). The results also indicate that Trust is the strongest predictor (R2=0.276) of students’ Attitude to Use the ChatGPT among other predictors in the model. On the other hand, Perceived Ease of Use is the highest predictors among all predictors (R2=0.248). Conclusion: The results show that TAM extends into the generative AI applications in the education environment. The results find that Trust is an essential driver beyond Perceived Usefulness and Ease of Use. Trust also plays as a provider for an actionable guidance at universities that seek to finding an integration between ChatGPT application in their education environments.

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