Acceptance of ChatGPT by Students in Academic Assessment
DOI:
https://doi.org/10.59934/jaiea.v4i3.1159Keywords:
ChatGPT, college students, behavioral intention, academic assessment, UTAUTAbstract
The development of artificial intelligence technology, particularly ChatGPT, has changed the way students complete academic assignments. This study aims to analyze the factors that influence students' intention to use ChatGPT for academic assessment using the extended Unified Theory of Acceptance and Use of Technology (UTAUT) model approach. This study uses a quantitative approach with a cross-sectional design and Structural Equation Modeling (SEM-PLS) method. The model was developed by adding three external variables, namely Moral Obligation (MO), Trust (TR), and Perceived Risk (PR). The results of the analysis show that Trust, Performance Expectancy, and Effort Expectancy have a significant effect on students' Behavioral Intention in using ChatGPT. Meanwhile, the influence of Moral Obligation, Perceived Risk, and Social Influence tends to be weak and marginal. This model successfully explains 67.5% of the variance in students' behavioral intentions, with Trust as the most dominant factor. This research provides important insights for the development of policies on the ethical use of AI in higher education settings as well as for technology developers in increasing user trust and comfort with ChatGPT.
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