Scholarlink

<p>The rapid advancement of Artificial Intelligence technologies, particularly generative Artificial Intelligence, has revolutionized numerous domains, including education. This study investigates the adoption of ChatGPT, a prominent generative Artificial Intelligence tool, among 409 Italian university students (Mage = 23.24 years, SD = 2.61; 58.3% female) using the Technology Acceptance Model as a theoretical framework. A path analysis model was employed to examine the relationships between Technology Acceptance Model variables influencing ChatGPT’s adoption. Findings suggest that perceived usefulness is the most influential factor, strongly affecting students’ attitudes toward ChatGPT and their intentions to use it, and indirectly influencing its actual use. Perceived usefulness of ChatGPT is higher in students who have positive social norms related to technology use and perceive ChatGPT as easy to use, which, in turn, is predicted by a high level of technology self-efficacy and low level of technology anxiety. The results provide insights for academic institutions on how to facilitate the adoption of ChatGPT, contributing to more inclusive and effective education. Enhancing technology self-efficacy, promoting positive social norms related to technology use, and reducing technology anxiety are crucial for facilitating ChatGPT’s integration into academic settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploration of ChatGPT adoption among italian university students: an application of the technology acceptance model

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月8日

查看全文
  • Rossella Caliciuri,
  • Martina Milani,
  • Angela Sorgente,
  • Rosario Rodriguez,
  • Margherita Lanz

摘要

The rapid advancement of Artificial Intelligence technologies, particularly generative Artificial Intelligence, has revolutionized numerous domains, including education. This study investigates the adoption of ChatGPT, a prominent generative Artificial Intelligence tool, among 409 Italian university students (Mage = 23.24 years, SD = 2.61; 58.3% female) using the Technology Acceptance Model as a theoretical framework. A path analysis model was employed to examine the relationships between Technology Acceptance Model variables influencing ChatGPT’s adoption. Findings suggest that perceived usefulness is the most influential factor, strongly affecting students’ attitudes toward ChatGPT and their intentions to use it, and indirectly influencing its actual use. Perceived usefulness of ChatGPT is higher in students who have positive social norms related to technology use and perceive ChatGPT as easy to use, which, in turn, is predicted by a high level of technology self-efficacy and low level of technology anxiety. The results provide insights for academic institutions on how to facilitate the adoption of ChatGPT, contributing to more inclusive and effective education. Enhancing technology self-efficacy, promoting positive social norms related to technology use, and reducing technology anxiety are crucial for facilitating ChatGPT’s integration into academic settings.