Document Type
Article
Source of Publication
Applied System Innovation
Publication Date
11-7-2024
Abstract
This narrative review synthesizes and analyzes empirical studies on the adoption and acceptance of ChatGPT in higher education, addressing the need to understand the key factors influencing its use by students and educators. Anchored in theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Diffusion of Innovation (DoI) Theory, Technology–Organization–Environment (TOE) model, and Theory of Planned Behavior, this review highlights the central constructs shaping adoption behavior. The confirmed factors include hedonic motivation, usability, perceived benefits, system responsiveness, and relative advantage, whereas the effects of social influence, facilitating conditions, privacy, and security vary. Conversely, technology readiness and extrinsic motivation remain unconfirmed as consistent predictors. This study employs a qualitative synthesis of 40 peer-reviewed empirical studies, applying thematic analysis to uncover patterns in the factors driving ChatGPT adoption. The findings reveal that, while the traditional technology adoption models offer valuable insights, a deeper exploration of the contextual and psychological factors is necessary. The study’s implications inform future research directions and institutional strategies for integrating AI to support educational innovation.
DOI Link
ISSN
Publisher
MDPI
Volume
7
Issue
6
First Page
110
Last Page
110
Disciplines
Computer Sciences
Keywords
ChatGPT, Technology Acceptance Model, higher education, adoption factors, system usability
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Al-kfairy, Mousa, "Factors Impacting the Adoption and Acceptance of ChatGPT in Educational Settings: A Narrative Review of Empirical Studies" (2024). All Works. 6958.
https://zuscholars.zu.ac.ae/works/6958
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series