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Understanding higher education students’ perceptions of ChatGPT use: Drivers and impacts
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Resumo(s)
The integration of artificial intelligence tools such as ChatGPT into educational environment
has attracted significant attention, with several studies focusing on the factors influencing
their adoption and usage. However, there is a gap regarding the implications of these tools on
educational outcomes, specifically their influence on academic integrity, students’ critical
thinking skills and learning outcomes. The aim of this study is to fill this research gap by
analysing a conceptual model that explores both the antecedents and outcomes of ChatGPT
use in higher education. The model incorporates the technology acceptance model (TAM), the
hedonic-motivation system adoption model (HMSAM) and student-related factors such as
work overload and academic integrity. Data were collected through an online questionnaire
with 206 completed answers and analysed using PLS-SEM method. The results reveal that
perceived usefulness, attitude, and subjective norms are significant predictors of students’
behavioural intention to use ChatGPT. Emotional factors, namely joy and control, contribute
to immersive use, which, along with behavioural intention, drives to actual use. In turn, actual
use positively influences students’ individual impact and learning engagement. Furthermore,
the study finds that the relationship between behavioural intention and actual use is
moderated by both work overload and academic integrity, highlighting the importance of
contextual factors in shaping responsible and effective AI usage. These findings provide
valuable theoretical insights and practical implications for institutions aiming to support
meaningful, ethical, and student-centred integration of AI tools in education.
Descrição
Dissertation presented as the partial requirement for obtaining a Master's degree in Statistics and Information Management, specialization in Information Analysis and Management
Palavras-chave
AI in education ChatGPT Academic performance TAM HMSAM SDG 4 - Quality education