Abstract
This study investigates gender differences in the adoption and usage of ChatGPT among university students across various academic disciplines. Utilizing a combination of convenience, snowball, and purposive sampling methods, data were collected from 217 participants through digital platforms and analyzed using the Abbreviated Technology Anxiety Scale, an adapted Technological Acceptance Model, and a newly developed Perceived Risk scale. Results indicate no significant gender difference in ChatGPT acceptance but reveal variations in usage patterns and concerns related to technological over-reliance and privacy. Males reported longer usage times, while females showed higher usage frequency and greater apprehension about over-reliance on ChatGPT. Despite these differences, both genders found ChatGPT useful for educational purposes, suggesting its potential as an inclusive learning tool. The study's findings accentuate the importance of considering gender dynamics in educational technology deployment and call for further research into the socio-technical factors affecting ChatGPT usage
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