Examining ChatGPT adoption among educators in higher educational institutions using extended UTAUT model
| Date | 18 July 2024 |
| Pages | 331-353 |
| DOI | https://doi.org/10.1108/JICES-03-2024-0033 |
| Published date | 18 July 2024 |
| Author | Mohd. Abass Bhat,Chandan Kumar Tiwari,Preeti Bhaskar,Shagufta Tariq Khan |
Examining ChatGPT adoption
among educators in higher
educational institutions using
extended UTAUT model
Mohd. Abass Bhat and Chandan Kumar Tiwari
College of Economics and Business Administration,
University of Technology and Applied Sciences, Muscat, Oman
Preeti Bhaskar
College of Economics and Business Administration,
University of Technology and Applied Sciences, Ibra, Oman, and
Shagufta Tariq Khan
Department of Logistics, Tourism and Service Management,
German University of Technology in (GUtech), Muscat, Oman
Abstract
Purpose –BasedontheUnified Theory of Acceptance and Use of Technology (UTAUT) model, this
study aims to explore the factors influencing educators’acceptance and utilization of chat generative
pretrained transformer (ChatGPT) in the context of higher educational institutions. This study
additionally examines the moderating influence of trust on the association between intention and
adoption of ChatGPT.
Design/methodology/approach –A structured questionnaire was disseminated to 1,214 educators
following the purposive sampling method. The hypothesized relationships between the extended UTAUT
model constructsand ChatGPT adoption were examinedusing structural equation modeling.
Findings –The results of this study indicate positive impact of ChatGPT adoption and its use behavior
(UB) among educators. Performance expectancy, effort expectancy, hedonic motivation, facilitating
conditions and habit have a positive impact on behavior intention to use this tool among educators in
higher education institutions, However, the educators intend to use ChatGPT in a personal capacity and
are negatively influenced by the social groups. Moreover, behavior intention to adopt ChatGPT has a
larger effect on the UB due to the higher involvement of trust.
Practical implications –This research addstothe literatureontechnology adoptionby emphasizing the
significance of trust in the adoption of emerging technologies, such as big language models. This study’s
findings have implications for ChatGPT technology developers, legislators and academics considering the
implementationof ChatGPT for teaching and research.
Originality/value –This research investigates ChatGPT adoption among higher education
educators using the UTAUT model. It emphasizes the role of trust in adoption, highlights key
adoption factors and reveals a paradox: educators are personally inclined to use ChatGPT but hesitant
duetonegativesocialinfluence. This study’s novelty lies in its focus on trust and its implications for
developers, legislators and educators, offering valuable insights for integrating ChatGPT in
education.
Keywords ChatGPT, Higher education, Educators, UTAUT model, Teaching, Research
Paper type Research paper
ChatGPT
adoption
among
educators
331
Received20 March 2024
Revised16 May 2024
Accepted19 June 2024
Journalof Information,
Communicationand Ethics in
Society
Vol.22 No. 3, 2024
pp. 331-353
© Emerald Publishing Limited
1477-996X
DOI 10.1108/JICES-03-2024-0033
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/1477-996X.htm
1. Introduction
The concept of “Artificial Intelligence”(AI) refers to the ability of a system to analyze
external data, extract meaningful information from it and use that information to achieve
specified objectives throughflexible methodologies. AI encompasses computer systemsand
processes that aim to replicateor mimic human intelligence (Tlili et al.,2023;Haenlein et al.,
2019). With the increasing prevalence of AI technology, its utilization in the field of
education is expanding, presenting various potential benefits including personalized
learning, dynamic evaluations andmeaningful interactions withinblended learning
settings. There are apprehensions regardingthe potential adverse impact of AI progress on
education, namely, in terms of fostering excessive dependence on computers for research
and information retrieval (Ali et al.,2023;Zhang and Aslan, 2021). The rapid progress in the
field of AI has brought about a significant shift in the development of intelligent
instruments, which in turn has had a profound impact on multiple facets of human
existence, includingthe realm of academics.
Chat generative pretrained transformer (ChatGPT), an AI-based tool created by OpenAI
(2022), is a well-known and comprehensive language model. The astonishing capacity of
ChatGPT to generate text that nearlyresembles human language has piqued the curiosity of
academics and researchers. This is an example of a fresh iteration of AI that has the
potential to mature into a significant technology with broad use. OpenAI (2022) originally
introduced the ChatGPT conversational interaction style in November 2022. The current
paradigm is intended to facilitateconversational interactions, allowing ChatGPT to respond
to subsequent enquiries, admit errors,challenge incorrect assumptions and deny unsuitable
demands. It is intended to respond in conversational contexts with human-like responses
(Cotton et al., 2023;ChatGPT,2022). The interface of ChatGPT is constructed using the GPT-
3.5 model, which underwent training and was finalized in early 2022. Both ChatGPT and
GPT 3.5 were trained using the AI capabilities of Microsoft Azure’s supercomputing
infrastructure. The ChatGPT model is derived from InstructGPT, which follows
instructions and responds to enquiries with further information. According to OpenAI
(2022), ChatGPT was trainedon avast data set of human interactions, allowingit to provide
responses for a variety of themes and indicators.Notable characteristics of ChatGPT include
precise translation, concisecontent summary and advanced coding capabilities. It possesses
the ability to comprehend and provide intelligible responses to lengthy messages (Elbanna
and Armstrong, 2023;OpenAI, 2022). It is accessible through the OpenAI application
programming interface, which allows developers to integrate the instrument into their
applications and systems. ChatGPT, widely adopted in education and research worldwide,
aids in facilitating learning and problem-solving. However, concerns about its potential
misuse also persist. Despite its abilityto smoothen tasks such as literature reviews and
research support, its adoption in academiaremains largely unexplored (Tiwari et al.,2023;
Lee et al.,2024;Hamanand Školník, 2023).
The rationale behind this study lies in the growing interest and utilization of ChatGPT
in the field of education. As AI technologies like ChatGPT became more prevalent,
understanding the factors that influence its adoption among educators becomes
imperative. This investigation can lead educators to identify ways to maximize its
benefits and seamlessly integrated into educational practices. This study uses an
extended version of the Unified Theory of Acceptance and Use of Technology (UTAUT)
model, integrating the moderating effect of trust. The UTAUT model, proposed by
Venkatesh et al. (2012,2003), provides an all-encompassing framework for
comprehending technology acceptance and utilization. It combines elements from various
technology acceptability models to explain individual behavioral intentions and
JICES
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