ChatGPT Acceptance Among Students: An Information System View

Abstract

The emergence of generative AI, particularly the widespread accessibility of ChatGPT, has led to challenges for higher education. The extent and manner of use are under debate. Local empirical investigations about the use and acceptance of ChatGPT contribute to effective policymaking. The study employs a specialized approach, utilizing an information system view based on the DeLone and McLean Information Systems Success Model as its theoretical framework. A survey was conducted to assess students’ opinions about ChatGPT regarding its usefulness in their studies. The model was tested using PLS-SEM with 466 Hungarian and Romanian higher education students. The model examined six constructs as information quality, system quality, service quality, use, user satisfaction, and net benefits. The results confirmed the effects of information quality and system quality on use and satisfaction, whereas service quality did not make a significant contribution. Satisfaction was found to be the key driver to use. The study contributes to a deeper understanding of AI acceptance in higher education and provides valuable considerations for policymaking. A data-oriented, task-focused policymaking is recommended over system-based regulation. Additionally, a comprehensive framework model is required for international comparisons, which combines information systems success and technology acceptance models.

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