A Study On Evaluating The Antecedents Of The Adoption Of Chatgpt.

Abstract

The use of Artificial Intelligence chatbots for educational purposes is becoming prevalent, as they have multiple uses for learners such as generating immediate responses to inquiries about various topics, elaborating ideas, and providing explanations. They also serve as virtual tutors for students, assisting them with problem-solving and locating pertinent books, journals, and other sources to strengthen their investigations. Chatbots can help students improve their verbal communication skills, including oral and written interactions, and assist in language building by checking grammar. Additionally, they provide 24/7 accessibility, as the chatbots are available whenever students need them, encouraging learning, research, and academic advancement.With the emergence of chatbots and their multiple uses in the academic and learning processes, the author aims to explore the factors/antecedents that influence postgraduate management learners to adopt specifically only one chatbot, ChatGPT, for exploring new knowledge and bridging the knowledge gap. The author incorporated five factors of the UTAUT-2 model—effort expectancy, performance expectancy, facilitating conditions, habit, and social influence—and one construct of the TOL (Technology Opinion Leadership) model, technological innovativeness, to develop a research model that could identify the antecedents of the adoption of ChatGPT among postgraduate management learners.The research study incorporates a quantitative approach, and AMOS-26 SEM is used for statistical analysis. Overall, the sample size is 210, based on seven constructs and three items in each construct. The findings of the study indicate that only two factors significantly influence the behavioral intention of postgraduate management learners to adopt ChatGPT for academic and research work: performance expectancy and technological innovativeness.