ChatGPT의 교육적 활용에 대한 학습자의 수용의도 탐색: 지각된 용이성, 지각된 유용성, 태도, 지속적인 사용의도 간의 구조적 관계를 중심으로

Abstract

In this study, based on the Technology Acceptance Model (TAM), we explored learners' intention to continuously use ChatGPT, which is utilized for educational purposes. In this research, variables such as perceived ease of use, perceived usefulness, and attitude were extracted as predictors of learners' intention to continuously use ChatGPT, and the structural relationships among these variables were examined. The study collected data from 267 learners who were enrolled in undergraduate and graduate programs at universities in the metropolitan area and validated the relationships among variables using structural equation modeling. Through this study, we were able to identify the impact of key TAM variables, perceived usefulness, and attitude on learners' intention to continuously use ChatGPT. The results showed that perceived usefulness had the most significant direct and indirect impact on learners' continuous use intention. Secondly, perceived ease of use, a core TAM variable, was found to have limited direct impact on continuous use intention for ChatGPT; however, it had an indirect impact through perceived usefulness and attitude. Thirdly, learners' experiences of using ChatGPT in their daily lives significantly moderated their intention to continuously use it for educational purposes. However, learners' gender was not found to significantly moderate the relationships among ‘perceived ease of use, attitude, perceived usefulness’ and the dependent variable ‘continuous use intention.’ Finally, the study discusses the results and derives implications for the educational use of ChatGPT in higher education.