000			04035nam a22001337a 4500
999			_c68365 _d68362
100			_aWaseema Batool _a22-MSIT-25 _aSupervisor - Dr Aijaz Ahmed Arain
245			_aUnderstanding The Factors Influencing The Acceptance of CHATGPT Technology In Higher Education Institutes: Developing and Validating an Acceptance Model
260			_aNawabshah _bQUEST _c2024
300			_a92p.
520			_aABSTRACT ChatGPT has grown significantly in recent years, reflecting growing interest in the understanding and potential of large language models for conversational applications, It has been a focus for investigating various aspects, and has potential applications in education, healthcare, customer service, etc. Researchers are actively looking for ways to enhance ChatGPT capabilities, reduce biases, and optimize its responsiveness for specific use cases. Few studies investigated to find out the factors affecting users' acceptance, trust and satisfaction with ChatGPT-driven interactions using various technology acceptance models but, in only few models, there is the adoption of ChatGPT technology in higher education. In universities, the Technology Acceptance Model (TAM) with related constructs has not been widely investigated for ChatGPT technology. Therefore, the aim of this study is to develop, propose, and validate a comprehensive model of technology adoption in the university institutional settings, with a particular focus to identify the factors influencing students' adoption of ChatGPT technology. In the proposed model, the selected TAM parameters along with four well-known parameters are the perceived ease of use construct, perceived usefulness construct, perceived playfulness, user satisfaction, the construct information quality, trust and intention to use ChatGPT. The developed survey questionnaire was administered among 450 students of three public universities in Nawabshah, Pakistan. According to the findings, perceived usefulness, perceived ease of use, perceived playfulness, user satisfaction, the parameter information quality, trust, and intention to use ChatGPT are the factors showing significant importance of students" adoption of ChatGPT technology. According to the results, the proposed model fits the data because the model indices were within the standardized limits. The variance of the proposed model towards the intention to use ChatGPT was 32.4%. The factors such as perceived ease of use, perceived usefulness, perceived playfulness, user satisfaction, information quality, and the factor trust significantly influence students' perceptions of adopting ChatGPT technology. The main contribution of the present study is to develop and validate a TAM-based acceptance model for ChatGPT technology in Pakistani universities. The model provides valuable insights into the complex dynamics of technology adoption by students in educational settings, with particular emphasis on the specific features and considerations of ChatGPT technology in university institutions. The model provides valuable recommendations for practitioners, developers, educators, and administrators of educational institutions, and guides them for the successful integration of Al tools, in particular, ChatGPT, in higher education. In addition, this study also evaluated the accuracy of ChatGPT by developing programming codes with seven functions (tasks). According to the results, the code generated by ChatGPT was accurate for five of the seven tasks; the code for two functions (tasks) was somewhat incomplete. It is therefore recommended that ChatGPT can be used and utilized by developers while writing programming code to save the time and increase their productivity, however developers must first verify the correctness of the generated code before integrating it. Keywords: ChatGPT, Intention to Use ChatGPT, Acceptance Model, E-learning. Perceived Ease of Use, Perceived Usefulness, TAM
650			_aDepartment of Information Technology
856			_uhttps://tinyurl.com/3wm85tdc
942			_cTHESIS