Purpose There continues to be important discussion on how ChatGPT can be effectively integrated into the student learning environment in higher education. However, less is known about how social influences faced by students and the anthropomorphic features of ChatGPT affect technology adoption and student well-being. This study aims to develop and test a model that integrates the seminal technology acceptance model with subjective norm and anthropomorphism. Design/methodology/approach Data from a sample size of 128 higher education students in Singapore was collected using a self-administered survey and analyzed using partial least squares structural equation modeling, which is a useful method for estimating relationships between model variables. Findings Results indicate that subjective norm and anthropomorphism can influence the technology acceptance of ChatGPT, with anthropomorphism playing a significant role in driving the perceived usefulness and the perceived ease of using ChatGPT. The resulting intention to use ChatGPT can affect the subjective well-being of higher education students. Originality/value This study introduces a design typology that offers managerial implications on the key roles of subjective norm and anthropomorphism in the context of ChatGPT in higher education. In addition to authors’ Policy-Empowerment-Novelty (PEN) framework, their empirical results show how the meaningful design of both the social environment and artificial intelligence applications in higher education can encourage ChatGPT usage and improve the well-being of students.
Noor et al. (2025) studied this question.