STUDENTS' PERCEPTIONS OF CHATGPT INTEGRATION IN HIGHER EDUCATION

Abstract

The increasing integration of ChatGPT into higher education underscores the importance of evaluating its impact on the educational landscape. As this AI-driven technology gains traction, understanding its effects on both pedagogical practices and student development is crucial. This context highlights the relevance of investigating student perceptions regarding the utilization of ChatGPT for academic endeavors, a subject of growing interest among higher education researchers. While recent research has explored this area, the development of predictive models for student adoption of ChatGPT remains limited. Therefore, this study aims to analyze the influence of ChatGPT on students' academic performance, alongside an examination of their behavioral intentions and attitudes towards the technology. Drawing upon the Technology Acceptance Model (TAM), a framework frequently employed in related research, this study investigates the factors influencing students' adoption of ChatGPT. Extending the TAM model, the study incorporates perceived ease of use, perceived usefulness, and social influence as independent variables. Student attitude towards ChatGPT serves as a mediating variable, while behavioral intention and usage behavior are the dependent variables. Based on the literature analysis, suitable provisions for the research variables have been identified, which have enabled the formulation of hypotheses and the development of a conceptual model for the study. Data were collected via an online survey, with respondents selected through a probability sampling method. A total of 390 students across Georgia participated in the survey. The collected data were analyzed using regression analysis. The statistically significant results obtained support the reliability of the research findings. Specifically, the analysis reveals a significant relationship between student attitude towards ChatGPT and perceived ease of use (ß = 0.614, t = 15.305, P = 0.000), perceived usefulness (ß = 0.670, t = 17.787, P = 0.000), and social influence (ß = 0.583, t = 14.124, P = 0.000). Furthermore, student attitude towards ChatGPT demonstrates a significant relationship with behavioral intention (ß = 0.051, t = 755, P = 0.000), which in turn significantly influences usage behavior (ß = 0.776, t = 24.252, P = 0.000). The findings indicate that the integration of ChatGPT into higher education yields a notable influence on both the academic performance and learning engagement of Georgian students. The research demonstrates a favorable student disposition towards the application of ChatGPT within the Georgian higher education landscape. Results reveal that a majority of students perceive ChatGPT as both accessible and beneficial, further asserting its capacity to enhance the learning process. According to the study, Georgian students generally consider the information produced by ChatGPT to be adequately accurate and reliable, thereby encouraging its prevalent adoption in academic pursuits. The study suggests students exhibit a readiness to embrace emerging technologies, finding their implementation straightforward. Attitudes towards ChatGPT are also shaped by the perceptions of peers and instructors, highlighting the substantial social influence exerted on this adoption process. Concurrently, a positive attitude regarding ChatGPT correlates with students' behavioral intentions, fostering the widespread integration of this technology into academic endeavors. Cumulatively, these factors underscore the positive impact of ChatGPT on the learning process. Statistical analysis of the research data revealed significant indicators that reflect positive correlations between the variables examined. The research outcomes demonstrate the relevance of the selected ChatGPT usage characteristics in relation to students. Consequently, the research findings possess theoretical significance in the context of utilizing ChatGPT as an artificial intelligence tool in higher education. Practical application of the research results will benefit stakeholders interested in artificial intelligence, enabling them to broaden their understanding of ChatGPT technology and actively leverage it in their respective domains. Our research findings regarding the integration and application of ChatGPT provide a robust framework for exploring other innovative technologies. This exploration can potentially improve the quality of higher education in Georgia and foster the development of students' academic activities. Keywords: Higher education, artificial intelligence, ChatGPT, student behavior, marketing research.

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