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<p>This study explores the impact of ChatGPT on educational efficacy using the Stimulus-Organism-Response (SOR) model with supportive concepts from the Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM). To understand how Perceived Autonomy, Perceived Competence, Perceived Relatedness, Perceived Ease of Use, and Perceived Usefulness drive the intention of teachers to introduce AI-related technologies in their teaching practices. We used a quantitative approach with a sample size of 305 teachers selected conveniently in Pakistan. Structural Equation Modeling was utilized to investigate the relationship between the constructs, and Importance-Performance Map Analysis provides the relative importance and effectiveness of each factor in affecting teachers’ adoption of ChatGPT. SEM results suggest that Perceived Usefulness, Ease of Use, and Autonomy are significant drivers for improving teachers’ intentions to apply ChatGPT in their instruction. More importantly, although Perceived Relatedness increases affective teaching involvement, Perceived Competence does not significantly impact cognitive engagement. Meanwhile, IPMA emphasizes that factors like teaching support and perceived autonomy are likely to increase teachers’ confidence and motivation to use AI tools in their teaching. This research identifies ChatGPT’s real-world influence on education through increased teaching effectiveness, it allows teachers to design creative lesson plans, incorporate student-led strategies, and personalize learning paths. It offers actionable recommendations for developing AI solutions and training initiatives that ease integration, foster autonomy, and enhance teaching and learning results.</p>

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Exploring the impact of ChatGPT on teaching performance: findings from SOR theory, SEM and IPMA analysis approach

  • 期刊论文

  • 发表日期：

    2025年3月31日

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  • Nisar Ahmed Dahri,
  • Noraffandy Yahaya,
  • Muhammad Saleem Vighio,
  • Nurul Farhana Jumaat

摘要

This study explores the impact of ChatGPT on educational efficacy using the Stimulus-Organism-Response (SOR) model with supportive concepts from the Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM). To understand how Perceived Autonomy, Perceived Competence, Perceived Relatedness, Perceived Ease of Use, and Perceived Usefulness drive the intention of teachers to introduce AI-related technologies in their teaching practices. We used a quantitative approach with a sample size of 305 teachers selected conveniently in Pakistan. Structural Equation Modeling was utilized to investigate the relationship between the constructs, and Importance-Performance Map Analysis provides the relative importance and effectiveness of each factor in affecting teachers’ adoption of ChatGPT. SEM results suggest that Perceived Usefulness, Ease of Use, and Autonomy are significant drivers for improving teachers’ intentions to apply ChatGPT in their instruction. More importantly, although Perceived Relatedness increases affective teaching involvement, Perceived Competence does not significantly impact cognitive engagement. Meanwhile, IPMA emphasizes that factors like teaching support and perceived autonomy are likely to increase teachers’ confidence and motivation to use AI tools in their teaching. This research identifies ChatGPT’s real-world influence on education through increased teaching effectiveness, it allows teachers to design creative lesson plans, incorporate student-led strategies, and personalize learning paths. It offers actionable recommendations for developing AI solutions and training initiatives that ease integration, foster autonomy, and enhance teaching and learning results.