Factors driving ChatGPT continuance intention among higher education students: integrating motivation, social dynamics, and technology adoption

This study investigates the factors influencing Indian students’ intention to continue using ChatGPT, an artificial intelligence (AI) assistant for educational purposes. An integrated model was developed using the Self-Determination Theory (SDT), social dynamics (SD) and technology acceptance model (TAM). Data was collected through an online survey and analyzed 672 responses using structural equation modeling. The study reveals that autonomy, relatedness, social influence, and social recognition significantly affect perceived usefulness and ease of use of ChatGPT. Usefulness and attitude directly predict students’ continuance intention, while ease of use impacts it indirectly. The findings emphasize the importance of fostering positive attitudes and highlighting ChatGPT’s practical benefits to Indian students. Implications for educational institutions include strategies to enhance enjoyment, address risk concerns, provide training, and leverage social influence. These efforts aim to promote sustainable adoption of AI assistants like ChatGPT in educational settings. Recommendations for future research are also discussed.