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The current study explores the determinants of ChatGPT adoption and utilization among a sample of Norwegian university students. The theoretical perspective of the study is anchored in the Unified Theory of Acceptance and Use of Technology (UTAUT2) and based on a previously tested model. The proposed model integrates six constructs to explain the Behavioral intentions and actual usage patterns of ChatGPT in a higher education context. The study analyzed responses from 104 students attending Universities in West and Central Norway using the partial-least squares approach to structural equation modeling. The data showed that performance expectancy emerged as the construct with the biggest impact on Behavioral intention, followed by Habit. This study contributes to the research on the factors influencing university students' engagement with generative AI technologies. Furthermore, it contributes to a more comprehensive understanding of how tools like ChatGPT can be integrated effectively in educational contexts in both students learning and instructors teaching.
Grassini et al. (Fri,) studied this question.
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