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The current study aims at assessing the factors which could affect students' use of ChatGPT. The study proposed a theoretical model that included five factors. Data were collected from 136 students using a questionnaire. The data were analyzed using two steps: CFA for measuring the model and SEM for analyzing the relationships and testing hypothesis. The findings revealed that both performance expectancy and facilitating conditions significantly influenced students' intentions to use ChatGPT. Contrary to expectations, both social influence and effort expectancy had insignificant effects. By elucidating the core factors influencing the utilization of ChatGPT, this study can provide valuable insights for policymakers. Furthermore, this study contributes to the existing literature and lays the foundation for future research seeking a deeper understanding of the factors influencing the use of other AI technologies in teaching and learning.
Alshammarı et al. (Mon,) studied this question.