<p>In the realm of Artificial intelligence (AI) driven platforms, ChatGPT has built up an immense popularity in higher education. While vast array of the existing studies delves into students’ utilization through various theoretical frameworks; however, a comprehensive mechanism through which it contextualizes students’ utilization remain fragmentarily figured out. The present analysis thus, sought to unravel the factors that determine students’ intentions to use ChatGPT by employing Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAT) framework, while also exploring the moderating role of hedonic motivation in the association between theoretical predictors and students’ behavioral intentions to use ChatGPT. Utilizing a survey methodology, we evaluated students’ perceptions from diverse schools of a Chinese university. We opted for questionnaire as the principal tool for data acquisition, which was then assessed using structural equation modelling, accompanied by inferential, and descriptive statistical approaches. The analysis yielded noteworthy findings, indicating that both TAM and UTAT predictors act as significant aspects affecting students’ willingness to use ChatGPT, with hedonic motivation acted as a moderating variable between this association. This complex interplay among variables suggests the significance of a user-friendly interface while accentuating the concrete benefits of ChatGPT. These insights offer a primary evidence in determining TAM and UTAT as an aligned process, that are associated with students’ intentions to use ChatGPT, through their hedonic motivational states.</p>