To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model

Abstract

While artificial intelligence-based chatbots have demonstrated great potential for writing, little is known about whether and how doctoral students accept the use of ChatGPT in writing. Framed with Technology Acceptance Model, this study investigated doctoral students’ acceptance toward ChatGPT in writing and the factors that influence it. The questionnaire survey revealed a high intention to use ChatGPT in writing among doctoral students in China. The findings further indicated that attitude was a significant predictor of behavioural intention to use ChatGPT in writing and mediated the impacts of perceived usefulness and perceived ease of use on it. Perceived ease of ChatGPT use was in turn influenced by students’ past ChatGPT use experience. This study provides powerful evidence for the applicability of Technology Acceptance Model in the acceptance of ChatGPT in writing. The results have significant implications for leveraging ChatGPT for writing in higher education.