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While the release of ChatGPT has sparked heated polarized debates in the education sector, there is no academic research on students’ attitudes and behavioral intentions regarding ChatGPT usage. To fill this gap, we employed the integrated AI acceptance-avoidance model (IAAAM) to investigate the impact of positive and negative factors on students’ attitudes and intentions toward ChatGPT. Our empirical results indicate that IAAAM offers a comprehensive understanding and prediction of students’ attitudes and intentions related to ChatGPT. This study advances our conceptual and empirical understanding of students’ attitudes and intentions regarding using ChatGPT. It also provides valuable implications for education policymakers, educators, and students by highlighting the importance of maintaining a balanced approach to the use of ChatGPT.
Haq et al. (Fri,) studied this question.
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