Investigating students' behavioral intention to use ChatGPT for educational purposes

This study explores students' behavioral intents to use ChatGPT for learning purposes through the Stimulus-Organism-Response (SOR) theoretical framework and the Technology Acceptance Model (TAM). A questionnaire assessed constructs such as Perceived Playfulness (PP), Perceived Convenience (PCV), Academic Self-efficacy (ASE), Perceived Ease of Use (PEOU), and Perceived Usefulness (PU). Structural equation modeling revealed that PP and PCV positively influenced PU and PEOU, while ASE significantly impacted both constructs. Attitude Toward Continued Use (ATT) was driven by PU and PEOU, enhancing Intention Concerning Continued Use (INC). These findings highlight critical factors affecting technology adoption in education.