Author:
Abdaljaleel Maram,Barakat Muna,Alsanafi Mariam,Salim Nesreen A.,Abazid Husam,Malaeb Diana,Mohammed Ali Haider,Hassan Bassam Abdul Rasool,Wayyes Abdulrasool M.,Farhan Sinan Subhi,Khatib Sami El,Rahal Mohamad,Sahban Ali,Abdelaziz Doaa H.,Mansour Noha O.,AlZayer Reem,Khalil Roaa,Fekih-Romdhane Feten,Hallit Rabih,Hallit Souheil,Sallam Malik
Abstract
AbstractArtificial intelligence models, like ChatGPT, have the potential to revolutionize higher education when implemented properly. This study aimed to investigate the factors influencing university students’ attitudes and usage of ChatGPT in Arab countries. The survey instrument “TAME-ChatGPT” was administered to 2240 participants from Iraq, Kuwait, Egypt, Lebanon, and Jordan. Of those, 46.8% heard of ChatGPT, and 52.6% used it before the study. The results indicated that a positive attitude and usage of ChatGPT were determined by factors like ease of use, positive attitude towards technology, social influence, perceived usefulness, behavioral/cognitive influences, low perceived risks, and low anxiety. Confirmatory factor analysis indicated the adequacy of the “TAME-ChatGPT” constructs. Multivariate analysis demonstrated that the attitude towards ChatGPT usage was significantly influenced by country of residence, age, university type, and recent academic performance. This study validated “TAME-ChatGPT” as a useful tool for assessing ChatGPT adoption among university students. The successful integration of ChatGPT in higher education relies on the perceived ease of use, perceived usefulness, positive attitude towards technology, social influence, behavioral/cognitive elements, low anxiety, and minimal perceived risks. Policies for ChatGPT adoption in higher education should be tailored to individual contexts, considering the variations in student attitudes observed in this study.
Publisher
Springer Science and Business Media LLC
Cited by
30 articles.
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